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Grading in Physical Education

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Grading in Physical Education. Grading. What is it? Summative process of collecting evidence to provide the learner, teacher, administration, parents, etc with information about student learning over a period of time Should be made up of a series of measures related to all learning domains

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Grading in Physical Education

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  1. Grading in Physical Education

  2. Grading • What is it? • Summative process of collecting evidence to provide the learner, teacher, administration, parents, etc with information about student learning over a period of time • Should be made up of a series of measures related to all learning domains • Should be aligned with national, state, and district standards • Should be developmentally appropriate

  3. Grading • What it isn’t: • A one shot deal • Based on attendance, participation, and dressing out only • A random process • Embarrassing • Based on fitness scores

  4. Reasons some give for not grading • PE is not an academic subject • Extremely time consuming • PE teachers are unreliable in grading • Grades can discourage children

  5. 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

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

  7. Objectives vs. Student Responsibilities • What is the difference? • Should student responsibilities be graded? • What are some examples of student responsibilities that should not be graded? • What are some examples of student objectives that should be assessed and graded?

  8. Process vs. Product • What do we mean by process? • What do we mean by product? • What should we grade: process or product? • NASPE suggests a combination of both that is developmentally appropriate

  9. Improvement vs. Achievement • Improvement: how much a student increases learning over a given period of time • Issues with grading on improvement: • Pre and post test needed • Ceiling effect • Achievement: a measure of what a student can do at a given moment in time • Issues with grading on achievement: • One shot at grading

  10. Potential vs. Performance • Potential: your estimation of how a student will perform on an assessment • Problem: • Involves the halo effect • Can lead to unreliable assessments • Performance: what the student actually does related to pre-established criteria

  11. Negative vs. Positive Systems • Negative grading system: everyone starts out with an A and loses points for improper skill, behavior, understanding • Potential problems? • Potential plusses? • Positive grading systems: • Potential problems? • Potential plusses?

  12. Single vs. Multiple Sources • How do you know how many sources to use when grading? • Objectives of the program • Standards • Developmental level of students • The challenge is balancing issues of time and issues of fairness and alignment • There is such a thing as too much assessment • There is usually more of a problem with too little assessment

  13. Grading Emphasis of Domains • How do you establish a grading protocol? • Philosophy • Standards • Time spent on objectives • Developmental level of students • How do you know if it is fair? • Pilot test the system before using it formally • Regularly ask yourself if students seem to be earning the grades you thought they would based upon observations

  14. Let’s figure some grades! Assignments: 25% In Class Assignments 10% 45/50 9 Unit Plan Project 10% 65/75 8.67 IAI 5% 13/15 4.33 (22) Field Experience: 45% Weekly Reflection Sheets 5% 50/604.17 Lesson Plans 20% 87/10017.4 Teaching 20% 83/10016.6 (37.7) Exams: 30% Midterm 15% 38/55 10.36 Final 15% 40/50 12 (22.36) Final Grade: 82.53%

  15. Let’s Try Another one! • Lesson Planning30% Lesson Plan 1 (5%) 75/100 Lesson Plan 2 (10%) 82/100 Lesson Plan 3 (15%) 87/100 • Teaching 30% Teach 1 (5%) 82/100 Teach 2 (10%) 80/100 Teach 3(15%) 90/100 • Observations10% ALT (5%) 15/20 TSF (5%) 19/20 • Examinations30% Midterm (10%) 47/55 Final (20%) 60/65 Final Grade: 86%

  16. Assignment • Develop a grading scheme for your physical education class (10%) • Include grade level taught • Program philosophy (briefly) • Percentages for each item • Complete the calculations for 4 different sets of grades • Due March 3rd in class. Be prepared to discuss with the class.

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