1. Assessing and Reporting Children’s Progress
chapter 13
Assessing and Reporting Children’s Progress

2. Assessing and Reporting Children’s Progress

3. Reasons for Using Assessment
Helps focus attention on each student
Provides overall analysis of the success of the entire program (K-5)
Provides objective information to guide decisions on lesson tasks for the class and for individual students
Provides feedback to the teacher about how well the students are learning

4. Assessment and Grading
Assessment—procedures to determine how well the children are learning the content you are teaching
Grading—final evaluation used in school to inform parents about how well their children are doing

5. Types of Assessment Traditional assessment
Alternative, authentic, and performance assessment
Teacher-designed assessments
Formative

6. Six Characteristics of Alternative Assessments
They are meaningful and realistic.
They require higher-order thinking skills.
Students know the criteria for scoring in advance through the use of rubrics.
They assess what the teacher is actually teaching.
The teacher can become a coach or ally.
Assessment procedures and rubrics become public.

7. What to Assess? Decide on overall program outcomes.
What outcomes should students achieve at the end of the elementary school program?
This question should be the first step in the curriculum design process.
Design down with grade-level outcomes followed by specific lessons.

8. How to Assess?
Products—photo collections, artwork, drawings, videos, posters, collages, and so on
Portfolios and other written products—essays, stories, poems, research papers, personal fitness and activity plans, self-assessments, and so on
Performance tasks—dance or gymnastics sequences, fitness and skill tests, debates, interviews, oral presentations, and so on

9. Reporting to Parents, Administrators, and Others
Progress reports—see figures 13.2 (p. 201) and 13.3 (p. 203)
Scoring rubric criteria
Not yet developed the skill (below developmental level)
Developed the skill (practicing on or working toward)
Achieved the skill (mastered)

10. Informal Assessments Motor skills Cognitive assessments
Scanning—single component with visual sweep
Video—review after class
Cognitive assessments
Quick written test—Murgatroid (see figure 13.4 on p. 205) and PE Central (see figure 13.5 on p. 206)
Checking for understanding—“Show me…”
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11. Informal Assessments (continued)
Attitude assessments
Exit polls
Paper-and-pencil attitude assessments—pick a face (see figure 13.6 on p. 208)
Surveys
Logs, journals
Discussion circles

12. Scanning

13. Fitness Testing Ideas for meaningful, time-saving testing Self-testing
Have children test themselves or each other.
Avoid comparison with other children.
Test specific items throughout the year instead of all at one time.
Shift responsibility more toward students.
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14. Fitness Testing (continued)
Broad categories
Range of scores to reduce bookkeeping and time
Sit-ups example: under 10, 11 to 30, over 30
Outside help
Recruit volunteers (parents, teachers, or high school and college students).
Provide training.