OHIO DEPARTMENT OF EDUCATION: PHYSICAL EDUCATION BENCHMARK ASSESSMENT Steve Mitchell, Kent State University Kevin Lorson Wright State University Lisa Henry, Ohio Department of Education

TODAY’S GOALS Overview of the assessment process Review of Benchmark Assessments Grade-band specific practice for selected benchmark assessments Suggestions for practice and development of the assessment scheme

THE ASSESSMENT PROCESS: BACKWARD DESIGN Ohio Standards Identify Learning Outcomes Assessments Determine acceptable evidence Activities Plan learning experiences & instruction

OHIO PHYSICAL EDUCATION ACADEMIC CONTENT STANDARDS Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Participates regularly in physical activity. Achieves and maintains a health-enhancing level of physical fitness. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Reading the Standards Document Content Standard What all Ss should know and be able to do (overarching goal). Standard 1 – Motor skills Benchmark What Ss should know and be able to do at the end of grade-level bands. Supports the attainment of one or more content standards. K-2: Demonstrate fundamental locomotor & object control skills. Indicator What students should know and be able to do at each grade level. Linked to the achievement of one or more benchmarks. K: Throw in a variety of ways. 1: Throw with variation in time and force 2. Throw using sideways orientation. BREAK!!

Standard K-2 3-5 6-8 9-12 Standard 1: Motor Skills & Movement Patterns A: Locomotor & non-locomotor skills. A: Combine locomotor and non-locomotor into movement patterns. A: Movement skills and patterns in a variety of activities. A: Combined movement skills and patterns in authentic settings. B: Fundamental manipulative skills. B: Fundamental manipulative skills in basic settings. B: Specialized manipulative skills in a variety of settings. B: Specialize manipulative skills in a variety of settings. Standard 2: Knowledge of movement concepts, principles, strategies and tactics. A: Knowledge of movement concepts. A: Movement concepts and principles of movement. A: Apply tactical concepts and performance principles. A: Apply tactical concepts and performance principles in authentic settings. B: Knowledge of critical elements. B: Knowledge of critical elements & biomechanical principles. B: Apply biomechanical principles. Standard 3: Participates in physical activity A: Engage in physical activity (PA) inside and outside of school. A: Engage in PA inside and outside of school A: Engage in PA inside and outside of school. B: Recall physical activities. B: Self-monitor PA. B: Create & monitor a personal plan for PA. Standard 4: Health-enhancing level of fitness. A: Demonstrate health-related fitness B: Understand principles, components & practices. Standard 5: Personal and social behavior A: Follow safe procedures A: Safety & personal responsibility A: Safety & Etiquette B: Cooperation & consideration of others. B: Cooperation & respect. B: Communicate and respect others B: Communication and social responsibility. Standard 6: Values physical activity A: Enjoyment A: Self-challenge & enjoyment A: Self-challenge & personal growth A: Use PA to promote growth, goal setting & enjoyment. B: Physical Activity promotes self-expression and social interaction B: Appreciate physical activities B: Select PA that promote self-expression and interaction B: Pursue PA that promote self-expression & social interaction.

Senate Bill 210 Establish nutritional standards for certain foods and beverages sold in schools Inclusion of physical activity and nutrition as part of the health curriculum. Newly hired physical education teachers to have a PE license. Improves accountability for quality physical education by requiring the Ohio Department of Education to develop an indicator of student success in meeting the benchmarks contained in the PE content standards adopted by the state board of education. Districts can opt-in to get children moving for 30 min each day (classroom, PE, before/after school activities). BMI – send home confidential to parents (but districts can opt out) Informs public policy through state-wide BMI data. Healthy Choices for Healthy Children Council

OHIO’S PHYSICAL EDUCATION BENCHMARK ASSESSMENTS Assessments developed for each grade band for each benchmark “12” benchmark assessments for each grade band. Assessments must be completed by the end of the benchmark. Collect assessment data and report to ODE. Part of school’s report card, but not a high-stakes achievement test. NO WAIVERS for ASSESSMENTS One of three states (SC, NY) with an assessment system Goal is to provide specific assessments, yet flexible in when and where within the grade band to implement.

ODE ASSESSMENT UPDATE Beginning Fall 2012 districts will report student progress towards the achievement of benchmarks. Benchmarks are K-2, 3-5, 6-8, 9-12 Have to provide data in one of the grades, not each grade Ex – Assess students in Standard 1B in Grade 2 Local districts decide best opportunity to assess student learning within each grade band. Data reporting process is under development Report data by school, not by individual student

OHIO’S BENCHMARK ASSESSMENT LEVELS OF PERFORMANCE 3, 2, 1 system for each benchmark 3 = Advanced 2 = Proficient 1 = Limited 0 = did not assess Data tracking system? Summary (school) rating for each benchmark.

EXAMPLE DATA RECORDING SYSTEM Standard 1 2 3 4 5 6 STUDENT A B John Smith Jane Doe

Standard K-2 3-5 6-8 9-12 Standard 1: Motor Skills & Movement Patterns A: Locomotor & non- locomotor skills. A: Combine locomotor and non-locomotor into movement patterns. A: Movement skills and patterns in a variety of activities. A: Combined movement skills and patterns in authentic settings. Locomotor Skills Assessment Creative Movement Pattern Locomotor Activity Skills or Movement routine Skills & Patterns Assessment B: Fundamental manipulative skills. B: Fundamental manipulative skills in basic settings. B: Specialized manipulative skills in a variety of settings. B: Specialize manipulative skills in a variety of settings. Manipulative Skills Assessment Manipulative/Sport Skill Invasion, Net/Wall, Striking, Target Skill Assessments Standard 2: Knowledge of movement concepts, principles, strategies and tactics. A: Knowledge of movement concepts. A: Movement concepts and principles of movement. A: Apply tactical concepts and performance principles. A: Apply tactical concepts and performance principles in authentic settings. Movement concepts performance Tactical Test Bank or Game Performance Assessment Game Performance Assessment Analytical Portfolio Tactics & Strategies B: Knowledge of critical elements. B: Knowledge of critical elements & biomechanical principles. B: Apply biomechanical principles. Critical Elements Test Bank Skill Analysis & Practice Plan Skill Analysis Analytical Portfolio Biomechanical & Practice Standard 3: Participates in physical activity A: Engage in physical activity (PA) inside and outside of school. A: Engage in PA inside and outside of school A: Engage in PA inside and outside of school. Physical Activity Recall B: Recall physical activities. B: Self-monitor PA. B: Create & monitor a personal plan for PA. B: Create & monitor a personal plan for PA. Physical Activity Picture Log Physical Activity Log Personal Physical Activity Plan

Standard 4: Health- enhancing level of fitness. K-2 3-5 6-8 9-12 Standard 4: Health- enhancing level of fitness. A: Demonstrate health- related fitness A: Demonstrate health-related fitness Fitness Performance Rubric Criterion Referenced Fitness Test Criterion Referenced Fitness Test B: Understand principles, components & practices. Fitness Test Bank Personal Fitness Plan Standard 5: Personal and social behavior A: Follow safe procedures A: Safety & personal responsibility A: Safety & Etiquette Personal Responsibility Observation Assessment B: Cooperation & consideration of others. B: Cooperation & respect. B: Communicate and respect others B: Communication and social responsibility. Social Responsibility Observation Assessment Standard 6: Values physical activity A: Enjoyment A: Self-challenge & enjoyment A: Self-challenge & personal growth A: Use PA to promote growth, goal setting & enjoyment. Enjoyment Assessment Advocacy Physical Activity Advocacy Physical Activity Marketing B: Physical Activity promotes self-expression and social interaction B: Appreciate physical activities B: Select PA that promote self- expression and interaction B: Pursue PA that promote self- expression & social interaction. Activity Identification Physical Activity Marketing Plan

Development of the Assessment Scheme Develop the Assessment Timeline When (within the grade band) will each benchmark be assessed? Which units of instruction will be used for which grade band benchmark assessment? Which teachers will assess each benchmark? Who will collect the benchmark assessment data? Who will collate the data for all 12 benchmarks? Practice Start with your best class Practice on easier assessments first Develop “economical” data collection and recording procedures

Final Task: Assessment Timeline The critical task is to “map” the assessment timeline for each grade band over the course of the entire school year by planning when each assessment will be completed and what content will be used for the assessment. Once completed this becomes the curriculum map based on the Ohio PE Content Standards. Grade Band = 5 Weeks Standard Benchmark Content Assessment 1-2 3-4 5-6