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Grading in Physical Education

This chapter explores the contentious issue of grading in physical education (PE), weighing reasons against and for implementing grades. Critics argue PE isn't academic, is time-consuming, and can demotivate students. However, proponents believe grading provides accountability, aligns PE with other subjects, and utilizes new assessment methods. Key challenges include differentiating between objectives and student responsibilities, and the use of various grading approaches such as normative and criterion-referenced methods. The chapter also discusses grading philosophies and how to effectively communicate grading policies to stakeholders.

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Grading in Physical Education

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  1. Grading in Physical Education Chapter 10 KNR 341

  2. Reasons Not to Grade • PE is not an academic subject • Extremely time consuming • PE teachers are unreliable in grading • Grades can discourage children

  3. Reasons to Grade • Communicates information • Accountability • PE should have same status as other subjects • New assessment strategies improve grading • Grading keeps PE in educational mainstream

  4. Issues in Grading • Objectives vs. Student Responsibilities • Process versus Product • Grading Emphasis of Domains • Improvement versus Achievement • Potential versus Performance • Negative versus Positive Systems • Single versus Multiple Sources

  5. Methods of Grading • Normative-referenced • Criterion-referenced • Self or Peer Evaluation • Alternative Assessments • Contract Grading

  6. Reporting Student Performance • Report Card • Student Portfolio • Personal Letter • Conferences • Computer profiles

  7. What will you grade on? • Group 1: K-2 • Group 2: 3-5 • Group 3: 6-8 • Group 4: 9-12 • Relate your grading philosophy; weighting; link to NASPE and ISBE standards; defend your grading policy; how will you tell others about it (students, parents)?

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