Assessments in Physical Education (PE)
Assessments and grading are based on the EPEC Curriculum, the National PE Standards and Grade Level Outcomes, and the Michigan PE Standards and Grade Level Outcomes. Students are graded on Responsibility/Punctuality/Safety, Participation/Effort, Behavior/Teamwork, and Fitness/Skill Proficiency. Students will be exposed to a variety of assessments throughout the school year, which could be written and/or observation based. At the end of every class students will complete their own Self-Assessment based on how they felt they did in P.E. that day. The teacher has the right to change their self-assessment score if it is deemed necessary. The goal of this self assessment is similar to Hellison’s Model for Teaching Personal and Social Responsibility (check it out if you haven’t heard of it). We want kids to take responsibility for what they say and do in our classes. The easiest way to check and make sure our friends understand where they stand is to have them do a self-assessment.
It’s also a great tool for me to recognize when a student might have a lower self-perception than they should – this is a great opportunity for me to have a conversation and encourage them.
Assessment in PE may not resemble that of other content areas, and this presents its own unique challenges. Seeing potentially hundreds of students every day, some only once or twice a week, makes collecting and analyzing data particularly difficult but the use of technology has started to make it a bit less so. The biggest change with the advance of technology and move toward fitness-based PE is that observation can no longer be used as a primary assessment method or a valid measure of a student’s progress. Participation and dressing for class does not necessarily equate to skill development. Assessment is an objective process that is continuous and occurs throughout a student’s learning. Pre-assessments are utilized to formulate a picture of where students are and therefore allows them to personalize their learning to meet their goals and the PE Standards. They measure their progress of self and not progress based on others. In PE, a variety of assessments based on the activity are necessary to get a complete understanding of a student’s learning and progress towards goals. Appropriate assessments for PE include:
Assessments and grading are based on the EPEC Curriculum, the National PE Standards and Grade Level Outcomes, and the Michigan PE Standards and Grade Level Outcomes. Students are graded on Responsibility/Punctuality/Safety, Participation/Effort, Behavior/Teamwork, and Fitness/Skill Proficiency. Students will be exposed to a variety of assessments throughout the school year, which could be written and/or observation based. At the end of every class students will complete their own Self-Assessment based on how they felt they did in P.E. that day. The teacher has the right to change their self-assessment score if it is deemed necessary. The goal of this self assessment is similar to Hellison’s Model for Teaching Personal and Social Responsibility (check it out if you haven’t heard of it). We want kids to take responsibility for what they say and do in our classes. The easiest way to check and make sure our friends understand where they stand is to have them do a self-assessment.
It’s also a great tool for me to recognize when a student might have a lower self-perception than they should – this is a great opportunity for me to have a conversation and encourage them.
Assessment in PE may not resemble that of other content areas, and this presents its own unique challenges. Seeing potentially hundreds of students every day, some only once or twice a week, makes collecting and analyzing data particularly difficult but the use of technology has started to make it a bit less so. The biggest change with the advance of technology and move toward fitness-based PE is that observation can no longer be used as a primary assessment method or a valid measure of a student’s progress. Participation and dressing for class does not necessarily equate to skill development. Assessment is an objective process that is continuous and occurs throughout a student’s learning. Pre-assessments are utilized to formulate a picture of where students are and therefore allows them to personalize their learning to meet their goals and the PE Standards. They measure their progress of self and not progress based on others. In PE, a variety of assessments based on the activity are necessary to get a complete understanding of a student’s learning and progress towards goals. Appropriate assessments for PE include:
- Formative Assessments – (The most popular assessment used in PE) – ongoing during instruction with the intent being that work done on the same skill or topic continues, and thus leads to improvement and learning.
- These can include checks for understanding (debriefing questions), use of technology, checklists, rubrics, and/or exit slips.
- Summative Assessments – occur at the close of a unit or instructional sequence and are meant to determine a student’s level of achievement.
- These can include personal fitness plans and performance records, skills tests, fitness tests, written tests, win-loss records, and/or video or skills demonstration to peers or the class.
- Performance-Based Assessments – informal assessments that focus on performance.
- These can include checklists, rating scale, or rubric to measure the presence, degree, or quality of critical elements in a motor skill.
- Student Self-Assessments – based on how a student felt they performed in class. Students take responsibility for what they say and do in class. Teacher can negotiate this assessment. These can also be a great tool for the teacher to recognize when a student might have a lower self-perception than they should, and this becomes a great opportunity to have conversations to encourage students.
- These include a point system where students select if they did excellent meeting all expectations, did a good job, did fair, or if they need more effort to improve.
Physical Education Grading Policies
deerfield_pe_grading_policy_-_grades_tk-5.pdf | |
File Size: | 189 kb |
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PE Student Self-Assessment Exit Slip
self-assessment_exit_slip.pdf | |
File Size: | 195 kb |
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PE Student Self-Assessment Rubric
Physical Education Grading Rubric