 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

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

 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  Potential vs. Performance  Negative vs. Positive Systems  Single vs. Multiple Sources  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: 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

 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

 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?

 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

 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

Assignments: 25% In Class Assignments10% 45/509 Unit Plan Project 10%65/ IAI 5%13/ (22) Field Experience: 45% Weekly Reflection Sheets 5%50/ Lesson Plans 20%87/ Teaching 20%83/ (37.7) Exams: 30% Midterm15%38/ Final 15%40/5012 (22.36) Final Grade: 82.53%

 Lesson Planning 30% Lesson Plan 1 (5%)75/100 Lesson Plan 2 (10%)82/100 Lesson Plan 3 (15%)87/100  Teaching30% Teach 1 (5%)82/100 Teach 2 (10%)80/100 Teach 3(15%)90/100  Observations 10% ALT (5%)15/20 TSF (5%)19/20  Examinations 30% Midterm (10%)47/55 Final (20%)60/65 Final Grade: 86%

 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 3 rd in class. Be prepared to discuss with the class.