PED 211 - Physical Education for Elementary Schools

Chapter 11

Evaluation- the continuous process of determining student gain and program effectiveness.

Assessment- refers to data collection, interpretation, and decision making.

• are the goals of the individual, group, or program being reached?
• Is the teaching strategy effective?
• What level of skill did the class or student develop to?
• How effective was the unit toward the entire PE program?

Formative evaluation- used in each lesson to assess the progress each child is making toward the goals of the lesson. Each part of the lesson is evaluated, and changes can be made.

Summative evaluation- occurs at the end of the instructional activity (a unit or yearly program). There is a grade of achievement for the child in that unit.

Norm referenced tests- physical fitness tests-measurement of a student to a standard of what is considered normal for their age and gender.

Example- a 10 year old girl should be able to do 25 situps in one minute.

Criterion reference tests- measures the quality of an individual' s performance.

Feedback- 2 sources

1. knowledge of results- information associated with the outcome (we lost the game because we only shot 10%)
2. knowledge of performance- information related to the correct movement pattern during execution of the skill (people forgetting plays, or the timing of the plays was way off.).

These 2 things offer information on what needs to be changed or conected.

Knowledge of results occurs naturally for children (the student knows they missed a lot of shots), Another example is having markers out to show distances for softball throw.

Checking off on motor skills (locomotor), and manipulative skills (striking, throwing, kicking, dribbling) can be done using the following methods.

1. checklists- Pages 238-9 The teacher checks off if they can do the skill.
2. rating scale- scoring from 0-5 for the skill
3. skill tests- page 240. Results in a letter grade.

Some teachers keep personal activity logs that help keep track of skill development in all units.

Teachers now also believe knowledge of skill, an understanding of the activities performed, and knowing team positions, rules, and strategies will result in better performance and enhanced motor learning.

Physical Education is one of the first opportunities for student to be socially interactive, and teachers need to observe behavior to see if all children are growing socially and can interact with others positively.

Students with special needs are set up in individual education programs (IEP). These programs have different goals and objectives than the rest of the class and allows for students with special needs to be assessed.

Grading- younger grades K-2 will usually be satisfactory (8) or unsatisfactory (U). Older grades will be A-F.
Throughout the course of the year, teachers will evaluate units and daily plans to see if optimal time is allowed for teaching and practicing skills and movements.

Table 11.6, page 245, table 11.7, page 247