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Grading in Physical Education

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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