1. Presented for CT AHPERD 2018 Convention
Grading in Physical Education: Finding ways to document student learning
Presented for CT AHPERD
2018 Convention

2. Principles of grading Grade on instructional objectives
Determine instructional objectives
Weight instructional objectives according to priority
Grades should be based upon actual performance/achievement
The grade should reflect the degree to which students have met the course objectives/learning outcomes

3. Some problems with grading
Use valid, reliable, objective instruments
Issues
Measurement vs. evaluation
Standardized vs. “homemade” tests
Incongruence of instruction goals and assessments
Consistency with school policies
80-89 = B
= A
Attendance for grades, etc.
Using a grade to reflect classroom behavior

4. Roadblocks to effective grading practices in physical education
Lack of agreement on content
Fitness, sport, activity
Affective attributes
Large class sizes
Hard to know students
Takes lots of time to grade large numbers
Lack of valid, reliable standardized tests
Many standardized tests are hard/impossible for students to complete
Time limitations
5-10% of time devoted to assessment (middle school)
Teachers don’t think this much time is justifiable

5. Roadblocks to effective grading practices in physical education
Difficulties in assessing affective behaviors
Behaviors need to be assessed in observable terms
Failure to resolve controversial issues
Improvement vs. achievement
Grading on all 3 domains
Viewing grading as separate from instruction
They should fit together
Grading should intertwine with instruction

6. Criteria for determining instructional objectives
Objectives should be defensible as an important educational outcome
Every student should have an equal chance to demonstrate his/her ability on the objective
Objectives should be capable of being measured
Objectively
Reliably
Relevantly
Validly

7. Poor grading practices in physical education
Basing grade solely on improvement
Quality vs. quantity issue
Assessments that are not feasible to administer
Grading on attendance and participation rather than achievement
Disproportionate weighting of instructional objectives
100% of grade on written test
Bonus points that skew the weighting system
Indefensible instructional objectives
Basing student grades on the contributions of others
Bonus points for non-related items
Use bonus points for additional achievement for low-skilled student

8. Setting the bar too low Students won’t value the subject
Determine skills of people who play the game or participate in the activity
Use this information to set your grading criteria
Don’t be afraid to set the skill too high
Cognitive and affective can also contribute to a grade
Show assessment early and give students an opportunity to work on skills, etc. to reach the goals that you set
Low fit and low skilled should have a legitimate chance to get a reasonable grade

9. Grading on improvement
Sandbagging
Requires two tests
Creates a moving target
Use formative assessments and give students several chances to meet your target/goals

10. Grading on managerial issues
Using dressing for class for a grade
Handle this administratively
Can address good behavior by defining the affective domain concept (cooperation, respect)
Must write an objective for this concept
Must be able to define the concept into an observable, quantifiable behavior
Students must know what you expect

11. “Fuzzy” or unclear goals
Effort
Participation
Sportsmanship
100% effort
Student perception vs. teacher perception

12. Grading skills when the objective is game play or performance
Skill tests should be one factor
Formative vs. summative?
Your grading system should measure student achievement of your final outcomes/objectives
Determine how you will measure your final outcomes

13. Using ineffective cognitive tests
Measuring only knowledge
Height of net
Size of court
Tests over the handout vs. the content covered in the unit
What do you want them to remember 20 years from now????

14. Grading mechanics Step One
Weigh the course objectives and assign percentages
Psychomotor
Cognitive
Affective
Fitness test results should not be used for grading purposes!!!

15. Determine what you will teach
Units and content for the grading period (9 weeks/semester)
Some units will provide more learning in one domain over another (example, adventure education/cooperative learning; affective domain is not always taught in other units so it doesn’t need to be assessed
Percentages for the unit do not need to match your overall percentages
As a composite score, the units will meet the percentages you set

16. Let your students know how they will be graded
Let them know at the beginning of the unit
Don’t let dressing/participation overshadow assessments
Don’t use formative assessments for a grade!

17. Control Students

18. Treatment Students

19. Measurement is motivational!!