 What is it?  Summative process  Include all learning domains  Standards based  Developmentally appropriate

 What it isn’t:  A one shot deal  Based on management issues such as:  Lacking objectivity  Embarrassing  Fitness score based

 PE is not an academic subject  Extremely time consuming  PE teachers are unreliable in grading  Grades can discourage children

 Communicates information  Accountability  PE should have same status as other subjects  New assessment strategies improve grading  Grading keeps PE in educational mainstream

 Objectives vs. Student Responsibilities  Process vs. Product  Improvement vs. Achievement  Grading Emphasis of Domains

 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?

 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

 Improvement:  Issues with grading on improvement: Pre and post testing Ceiling effect  Achievement:  Issues with grading on achievement: One shot at grading

 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  Does it meet the “observation test”?