Performance-based assessment for middle and high school physical education

著者

書誌事項

Performance-based assessment for middle and high school physical education

Jacalyn Lea Lund, Mary Fortman Kirk

Human Kinetics, c2020

3rd ed

  • : print

タイトル別名

Performance based assessment for middle and high school physical education

大学図書館所蔵 件 / 全2件

この図書・雑誌をさがす

注記

Previous ed., copyrighted in 2002 and 2010

Includes bibliographical references and index

内容説明・目次

内容説明

Performance-Based Assessment for Middle and High School Physical Education is a cutting-edge book that teachers trust for assessing middle school and high school physical education students. Also a highly popular undergraduate text for courses that focus on performance-based assessment, this new third edition features significant additions, enhancements, and updates: New chapters on effective management and instruction delivery, which make it appropriate for PETE instructors using the book for secondary methods courses A new chapter on assessments with various instructional models, including Sport Education, Teaching Games for Understanding, Cooperative Learning, Personalized System of Instruction, and Teaching Personal and Social Responsibility A new chapter on assessing dance (with sample dance units in the web resource) A new sample unit on ultimate Frisbee in the chapter on invasion games An expanded section on cognitive assessments, with suggestions for writing tests Updated content on rubrics Performance-Based Assessment shows readers how to use portfolios to assess fitness, and it offers an example of a portfolio assessment for a high school fitness course. It also guides readers in using skill tests in physical education. Written by two authors with a combined 26 years of experience teaching physical education in public schools, the text discusses various assessment formats, helping PETE students and in-service teachers know both what to assess and how to assess it. Readers learn how to develop culminating and progressive assessments, as well as plan for continuous performance-based assessments and acquire effective teaching strategies for standards-based instruction. All content is aligned with current SHAPE America national standards and is supported by research from educational assessment giants such as Tom Guskey, Richard Stiggins, Dylan William, Robert Marzano, and James Popham. The book is organized into four parts, with part I introducing readers to performance-based assessment issues such as the need for change in the assessment process, how assessments can be used to enhance learning, the various assessment domains and methods, and the use of rubrics in assessments. Part II explores aspects of managing and implementing physical education lessons. In part III, readers learn about the components of performance-based assessment, and in part IV, they delve into issues affecting grading and implementing continuous performance-based assessment. This groundbreaking text explains the theory behind assessment and, through its numerous models, shows how to apply that theory in practice. The text is filled with practical examples, much more so than the typical assessment book. And it is supplemented by a web resource that houses forms, charts, and other material for instructors to use in their performance-based assessments. Class size, skill levels, and time factors can make assessments difficult-but far from impossible. The examples in the book are meant to be modified as needed, with the ideas in the book used as starting points. Teachers can use the material, examples, and tools in this book to create assessments that enhance student learning, providing them feedback to let them know what they have accomplished and how they can work toward goals of greater competence.

目次

Part I. Introduction to Performance-Based Assessment Chapter 1. The Need for Change The Call for Change in Education Standards-Based Instruction Types of Assessment in Standards-Based Instruction Effect on Teaching When Standards Are Used Role of Assessment in Physical Education Programs Changing the Assessment Culture in Physical Education Conclusion Chapter 2. Assessing the Psychomotor Domain to Enhance Student Learning Purpose of Assessment What Are Performance-Based Assessments? Characteristics of Performance-Based Assessment Types of Performance-Based Assessments Advantages of Using Performance-Based Assessments Concerns When Using Performance-Based Assessments Conclusion Chapter 3. Using Cognitive and Affective Learning Domain Assessments Effectively in Physical Education Traditional Test Questions Used for Cognitive and Affective-Domain Assessments Selected-Response Questions Performance-Based Assessments for Cognitive and Affective-Domain Learning Projects Journals Role Plays What Are Open-Response Questions? Comparing Open-Response and Essay Questions Characteristics of Open-Response Questions Types of Open-Response Questions How to Write Open-Response Questions Suggestions for Using Open-Response Questions Conclusion Chapter 4. Rubrics What Is a Rubric? Benefits of Using Rubrics Criteria for Rubrics Choosing the Most Appropriate Rubric How to Create Quantitative Rubrics How to Create Qualitative Rubrics Special Considerations in Creating Rubrics Rubric Hints and Guidelines Conclusion Part II. Managing and Implementing Physical Education Lessons Chapter 5. Creating a Classroom Climate That Supports Standards-Based Instruction Creating a Positive Learning Environment Teacher Expectations The Importance of Having a Good Learning Climate Structuring the Classroom Environment Working With Equipment Managing Space Managing Time Developing Rules for Physical Education Classes Reinforcing Behaviors Rewarding Positive Behaviors Disciplining Students Conclusion Chapter 6. Effective Teaching Strategies for Standards-Based Instruction The Complexity of Games and Physical Activities How Much to Include in Your Unit of Instruction Application Tasks Presenting Learning Tasks Monitoring Student Learning Asking Questions in Physical Education Resources During Instruction Pacing and Opportunity to Respond Applying Motor Learning Concepts While Teaching Conclusion Chapter 7. Assessing With Instructional Models Direct Instruction Sport Education Instructional Model (IM) Tactical Games or Teaching Games for Understanding Instructional Model (IM) Cooperative Learning Personalized System of Instruction Teaching Personal and Social Responsibility Conclusion Part III. Components of Performance-Based Assessment Chapter 8. Developing Culminating and Progressive Assessments Culminating (Summative) Assessments Progressive Learning Activities and Assessments Tumbling Unit Target Archery Unit Golf Unit Soccer Unit Conclusion Chapter 9. Planning for Continuous Performance-Based Assessment Major Unit Focus Culminating (Summative) Assessment and Evaluation Rubric Essential Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources Planning Lessons From the Unit Plan Conclusion Chapter 10. Developing Standards-Based Units of Instruction for Invasion Sports Major Soccer Unit Focus Culminating (Summative) Assessment and Evaluation Rubric Essential Soccer Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources How to Use the Student Soccer Portfolio Ultimate: Standards-Based Unit of Instruction Major Ultimate Unit Focus Culminating or Summative Assessment and the Evaluation Rubric Essential Ultimate Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources Conclusion Chapter 11. Using Portfolios to Assess Physical Activities and Fitness Types of Portfolios Advantages of Using Portfolio Assessment Disadvantages of Using Portfolios Portfolio Guidelines in Performance-Based Assessment Evaluating Portfolios Integrating Fitness Education and Assessment Into the Physical Education Curriculum Resources for Fitness Education Curriculum, Instructions, and Assessment Using Technology to Assess Physical Activity Participation Levels High School Fitness Portfolio Conclusion Chapter 12. Using Standards-Based Instruction to Teach Dance Why Include Dance in Physical Education? Planning a Dance Unit Teaching Structured Dance Teaching Creative Dance Teaching Social Dance Using Portfolios to Assess Dance Conclusion Part IV. Grading and Implementing Continuous Performance-Based Assessment Chapter 13. Effective Grading in Physical Education Purposes of Grading and Grade Reporting Developing a Meaningful Grading System Problems With Traditional Grading Practices Grade Formats in Physical Education Effective Grading in Physical Education Grading Before You Have a Rubric Developed Challenges in Using Effective Grading Practices Grading Practices for Students With Special Needs Hints and Suggestions for More Effective Grading Practices Conclusion Chapter 14. Acquiring Assessment Savvy Planning the Assessment Process Lund and Kirk's Tips for Acquiring Assessment Savvy Conclusion

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