Care for your Body: God lives there!

PE Framework
Chapter 5
ASSESSMENT
 3
No single assessment can
meet all the purposes of
assessment or information
needs of classroom teachers.
Multiple Purposes 4

 What are the purposes for

assessment?
How are they used?
Who uses them?
What can they accomplish?
 Who Uses Them?
5
Users Uses
Teachers  Assessing students’ day-to-day progress
 Determining beginning points for instruction
 Providing feedback to students
 Planning upcoming instruction
 Evaluating what worked and what didn’t
 Collecting data to make evaluations for grading
 Communicating with parents
Students  Deciding what needs to be studied
 Reflecting on their performance
 Understanding how they learn
 Evaluating their own performance
 Adjusting their performance for improvement
Parents  Determining rewards/punishments for children
 Deciding what assistance to provide children
Admin.  Determining student placement, retention,
promotion, etc.
 Planning professional development
 Identifying students for further testing
 Identifying students
Adapted from SERVE/Bay for additional
District Schools, “Examining Grading and Reporting”, 2000
support/instruction
How Are They Used? 6

Provide Guide Prepare

information decisions students

• Progress of • Instructional • Next lesson

groups of strategies • Next grade
students • Pace • Standardized
• Effectiveness of • Remediation/ testing
instruction enrichment • Lifelong learning
• Quality of school • Differentiated
processes instruction
• Developmental • Staff
level of development
individuals • Standardization
• Diagnostic, of practice
formative, across teachers
summative
Reasons We Assess 7

 Placement in classes/courses, programs

 Provide feedback to students and teachers on
learning progress
 Identify students who may have learning gaps
 Determine specific areas of weakness of a
student
 Assign grades at end of instruction
 8

Purposes Types

Assessment
Procedures

Planning
Formats
Standards Based Education Model
9
Stage 1:
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas  Enduring Understandings 
Standards Essential Questions
---------------------------------------
Skills and Knowledge
Above, plus
Elements Stage 2:
Determine Acceptable Evidence
GPS (Design Balanced Assessments)
All Above, plus How will I know if my students
know it and/or can do it?
Tasks
(to assess student progress toward
Student Work desired results)
Teacher
Commentary Stage 3:
Plan Learning Experiences and Instruction
What will need to be done to help my students learn
All Above the required knowledge and skills?
(to support student success on assessments,
leading to desired results)

The Process of Instructional Planning
Traditional Practice
Select a topic from the curriculum
Design instructional activities
Design and give an assessment
Give grade or feedback
Move onto new topic
10
Standards-based Practice
Select standards from among those students need to know
Design an assessment through which students will have an
opportunity to demonstrate those things
Decide what learning opportunities students will need to learn
those things and plan appropriate instruction to assure that each
student has adequate opportunities to learn
Use data from assessment to give feedback, reteach or move to
next level
 Types of Assessment (PE P. 158)
1. Entry Level Assessment
 Measures student mastery to current level that serve as prerequisite kwl.
 Helps determine which standards have been mastered
 Provides information for instructional starting points
2. Progress-monitoring or Formative Assessment
 Measures effectiveness of teacher’s instructional decisions
 Informs parents, stdent, teacher and administration of student progress
 Occurs at frequent intervals and is reviewed immediately
 Data examined at class as well as individual levels and discussed among colleagues
 Is a crucial component of instruction
3. Summative Assessment
 Determines if the student attained the standard level, understand concepts, apply kwl.
 Determines formal grade and the ability to transfer what they have learned to next skill.
 Principles of Assessment

 Select best evidence

 Examine extend of student achievement
 Be sure assessment measures what it is intended to measure
 Determine reliability
 Determine objectivity
 Embed assessment with instruction
 Communicate expectations
 Provide continuous feedback
 Include student self-reflection and self assessment
 Use non-biased assessments
 No students placed at a disadvantage
Assessment Tools:
These tools work across curriculum and for edTPAs
Use a variety of Assessment tools: (Work in pairs and discuss each tool)
 Structured observations
 Selected response
 Essay questions,
 Logs

 Journals,

 performance tasks
 Reports, projects
 Rubrics

 Self-assessment and peer assessment are also useful

Unpacking A Standard
Note p. 170-173
Follow the steps of unpacking each
standard
Apply this knowledge to all
standards across all curriculum areas