1. Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN R O B E R T P A N G R A Z I S I X T E E N T H E D I T I O N Chapter 8 Evaluation

2. Copyright © 2010 Pearson Education, Inc. Assessment and Evaluation  To determine whether progress is being made toward objectives  Should review all phases of education  Pupil progress  Teacher performance  Program effectiveness  Formal or Informal

3. Copyright © 2010 Pearson Education, Inc. Assess Student Performance  The collection of information about student performance  Crucial in providing feedback to students, teachers, parents  Allows teachers to make judgments about student performance  Examine skill learning and development  Attitudes and values also important

4. Copyright © 2010 Pearson Education, Inc. Assess Student Performance  Common reasons for assessment  Grading  When based on objective data they are more credible  Motivation  Improvement is a strong motivator  Setting reachable goals  Diagnosis  Reveals problems or deficiencies

5. Copyright © 2010 Pearson Education, Inc. Assess Student Performance  Placement and equalization  Helps teachers place student with peer helpers  Equalizes small groups to enhance learning  Program assessment  Reveal effectiveness and relevancy  Give direction to the program  Program support  Defend and support  Reveal what students are expected to learn  Accountability

6. Copyright © 2010 Pearson Education, Inc. Assessment: Process of Learning or Product of Outcomes  Process  Performing movement patterns and skills with emphasis on technique  Product  Focus on performance in measurable increments of what learners accomplish

7. Copyright © 2010 Pearson Education, Inc. Assess Student Performance  Develop athletes or teach all students  Physical education has a unique role  Accomplish unique physical skill and activity outcomes  Learn benefits of physical activity  Important because PE is different

8. Copyright © 2010 Pearson Education, Inc. Assess Student Performance Is perfection possible in Physical Education?  No absolute and exact product  Perfection of skill does not occur  Even the best athletes miss

9. Copyright © 2010 Pearson Education, Inc. Assess Student Performance Skill refinement or skill performance?  Teach how to perform  Cannot guarantee that all students will be high performers  Winning or feeling good?  Graduate students who feel competent and willing to perform skills throughout a lifetime of activity  Process of doing one’s best is important in PE  Activity and participation can be enhanced through working together

10. Copyright © 2010 Pearson Education, Inc. Assess Student Outcomes  Psychomotor Domain  Motor skills  Cognitive Domain  Concepts of movement performance  Affective Domain  Responsibility and attitudes toward PE

11. Copyright © 2010 Pearson Education, Inc. Assess Student Outcomes

12. Copyright © 2010 Pearson Education, Inc. Assess Student Outcomes

13. Copyright © 2010 Pearson Education, Inc. Assess Student Outcomes

14. Copyright © 2010 Pearson Education, Inc. Assess Student Outcomes Assessment methods  Checklist rubrics  Observation checklists  Rating Scales  Anecdotal record sheets  Peer and self-assessment  Written tests

15. Copyright © 2010 Pearson Education, Inc. Assess Student Outcomes

16. Copyright © 2010 Pearson Education, Inc. Assess Student Outcomes

17. Copyright © 2010 Pearson Education, Inc. Assess Student Outcomes

18. Copyright © 2010 Pearson Education, Inc. Assess Student Outcomes

19. Copyright © 2010 Pearson Education, Inc. Grading Arguments against a grading system  Grades vary between teachers and schools  Emphasis not on content and product  Time consuming  Instruction covers all 3 learning domains  Excess attention to fitness testing (standardized test)  Genetic effects on performance

20. Copyright © 2010 Pearson Education, Inc. Grading Arguments for a grading system  Makes PE similar to other academic areas  Communicate performance  Academic respect is gained  Provides accountability  Rewards skilled students

21. Copyright © 2010 Pearson Education, Inc. Grading  Consider the following  Educational outcomes versus administrative tasks  Attitude versus skill performance  Relative improvement  Potential or effort  Negative versus positive grading  Letter grades or student progress report

22. Copyright © 2010 Pearson Education, Inc. Grading

23. Copyright © 2010 Pearson Education, Inc. Evaluating Institutional Outcomes Health-Related Fitness  Fitnessgram (criterion-referenced standards)  Aerobic capacity  Body composition  Abdominal strength  Upper-body strength  Trunk extensor strength and flexibility  Flexibility

24. Copyright © 2010 Pearson Education, Inc. Evaluating Institutional Outcomes  Criterion-referenced health standards  Represent good health not percentile standings  Classifies fitness  Healthy Fitness Zone (HFZ)  Needs Improvement

25. Copyright © 2010 Pearson Education, Inc. Evaluating Institutional Outcomes

26. Copyright © 2010 Pearson Education, Inc. Evaluating Institutional Outcomes  Effective use of fitness tests  Evaluate and educate students  Teach personal self-testing  Establish person-best fitness performance  Evaluate institutional fitness goals

27. Copyright © 2010 Pearson Education, Inc. Physical Activity  Evaluate the effectiveness of the institution  Pedometers are an acceptable measure  Gather four days of physical activity data

28. Copyright © 2010 Pearson Education, Inc. Physical Activity  CAPA: Children’s Attraction to Physical Activity  Results: if physical education is positively influencing the student’s affective domain

29. Copyright © 2010 Pearson Education, Inc. Physical Activity

30. Copyright © 2010 Pearson Education, Inc. Evaluate Instructional Effectiveness  Meaningful feedback about your own teaching  Do-it-yourself approach  Decide what to evaluate and the best way to record and monitor data

31. Copyright © 2010 Pearson Education, Inc. Evaluate Instructional Effectiveness Keys to improve teaching  Difficult to find others capable of giving evaluative feedback  Feedback is private with self-evaluation  Steps  Determine which behavior to evaluate  Evaluate a single behavior at any given time  Design a coding form

32. Copyright © 2010 Pearson Education, Inc. Evaluate Instructional Effectiveness  Behaviors to examine  Instructional time  Management time  Practice time  Dead time  Response latency  Student performance

33. Copyright © 2010 Pearson Education, Inc. Evaluate Instructional Effectiveness

34. Copyright © 2010 Pearson Education, Inc. Lesson Planning Video: Analyzing a Four-part Lesson–C Video: Analyzing a Four-part Lesson–B Video: Analyzing a Four-part Lesson–A  Why is the introductory part of the lesson considered important to a successful and well- managed class?  Identify four principles to follow when teaching fitness activities to young children?

35. Copyright © 2010 Pearson Education, Inc. Lesson Planning  Identify why this teacher is successful in carrying out an efficient lesson?  Identify the management and discipline techniques used in this video.

36. Copyright © 2010 Pearson Education, Inc. Evaluate Instructional Effectiveness

37. Copyright © 2010 Pearson Education, Inc. Evaluate Instructional Effectiveness

38. Copyright © 2010 Pearson Education, Inc. Evaluate Instructional Effectiveness

39. Copyright © 2010 Pearson Education, Inc. Instructional Feedback  Types of feedback  Praise and Criticism  General versus Specific  Corrective Instructional Feedback  Nonverbal

40. Copyright © 2010 Pearson Education, Inc. Instructional Feedback

41. Copyright © 2010 Pearson Education, Inc. Active Supervision and Student Contact  Effective instructors actively supervise students through movement

42. Copyright © 2010 Pearson Education, Inc. Evaluating Your Program  Evaluate regularly according to program goals  Philosophy of the program  Instructional procedures  Curricular offerings  Facilities, equipment, and supplies