Evaluations may focus on progress in student learning (student evaluation), the effectiveness of school programs (program evaluation), and the effectiveness of the curriculum (curriculum evaluation). Teachers also reflect on the effectiveness of their instruction (teacher self-evaluation).
Sample assessment and evaluation strategies are provided in Part Two of this document for each grade level for each perspective (Active Living, Movement, Personal-Social-Cultural), and for each Activity Area-Alternative Environment Activities, Educational Rhythmic and Dance, Educational Games, Educational Gymnastics and Individual and Dual Activities. Sample templates for recording data are provided in the sample units and in this section of the document. The assessment techniques are not prescribed. Rather, they are meant to serve as suggestions only, as the teacher must exercise professional judgment in determining which techniques suit the unique circumstances and purposes.
Assessment techniques are selected or designed to gather information related to how well students are achieving the learning objectives of the curriculum. The specific assessment technique used at any given time will depend on several factors, including the type of learning outcomes (i.e. movement skill development, fitness development, conceptual understandings, personal and social skills, attitudes and values), the subject area content, the instructional strategies used, the student's level of development and the specific purposes of the evaluation.
For further information on the various assessment techniques and types of instruments that can be used to collect and record information about student learning, refer to Saskatchewan Education (1991) Student Evaluation: A Teacher Handbook.
Program evaluation is a systematic process of gathering and analyzing information about some aspect of a school program in order to make a decision or to communicate to others involved in the decision-making process.
Program evaluation can be conducted at two levels: relatively informally at the classroom level or more formally at the classroom, school or school division levels.
At the classroom level, program evaluation is used to determine whether the program being presented to the students is meeting their needs and the objectives prescribed by the province. Program evaluation is not necessarily conducted at the end of the program but is an ongoing process. For example, if particular lessons appear to be poorly received by students or if they do not seem to demonstrate the intended learnings from a unit of study, the problem should be investigated and changes made.
By evaluating their programs at the classroom level, teachers become reflective practitioners. The information gathered through program evaluation will assist teachers in program planning and in making decisions for improvement.
Most program evaluations at the classroom level are relatively informal, but they should be done systematically. Such evaluations should include identification of the area of concern, collection and analysis of information and judgment or decision-making.
The table, entitled Where are you in all of this?, which appears later in the section can be used for evaluation of the program.
To support formal school-based program evaluation activities, Saskatchewan Education has developed the Saskatchewan School-Based Program Evaluation Resource Book (1989) to be used in conjunction with an inservice package. Further information on these support services is available from the Evaluation and Student Services Division, Saskatchewan Education.
At the provincial level, curriculum evaluation involves making judgments about the effectiveness of provincially authorized curricula in order to find out if they are being effectively implemented and whether they are meeting the needs of students.
Curriculum evaluation involves gathering information in order to determine how well the curriculum is performing. The principal reasons for curriculum evaluation are to make improvements such as changes to the curriculum document to provide resources or inservice to teachers.
It is intended that curriculum evaluation be a shared, collaborative effort involving all of the major education partners in the province. Teachers contribute in the development of instruments, validation, field testing, scoring and data interpretation.
In the assessment phase, information is gathered from students, teachers and administrators. The information obtained from educators indicates the degree to which the curriculum is being implemented, as well as the strengths and weaknesses of the curriculum. The information from students will indicate how well they are achieving the intended learning outcomes and will provide indications about their attitudes toward the curriculum.
All provincial curricula are included within the scope of curriculum evaluation. Evaluations are conducted during the implementation phase for new curricula and regularly on a rotating basis thereafter.
Curriculum evaluation is described in greater detail in the document Saskatchewan Education (1990) Curriculum Evaluation in Saskatchewan.
An important aspect of good teaching practice is that of teacher self-evaluation. Teachers can use the table entitled Where are you in all of this? that appears later in this section to assess their strengths and weaknesses.
To enhance understanding of the evaluation process, it is useful to distinguish between the terms assessment and evaluation.
Assessment is a preliminary phase in the evaluation process. In this phase, various techniques are used to gather information about student progress.
Evaluation is the weighing of assessment information against some standard, such as the Foundational objectives of the physical education curriculum, in order to make a judgment or decision. This may then lead to other decisions and action by the teacher, student or parent.
There are three main types of student evaluation: formative, summative and diagnostic. Assessment techniques are used to gather information for each type of evaluation.
Formative evaluation is a continuous classroom process that keeps students and educators informed of students' progress toward program learning objectives.
The main purpose of formative evaluation is to improve instruction and student learning. It provides teachers with valuable information upon which instructional modifications can be made. This type of evaluation helps teachers understand the degree to which students are learning the course material and the extent to which their skills, fitness levels, knowledge, understanding and attitudes are developing. Students are given direction for future learning and are encouraged to take responsibility for their own progress.
Summative evaluation occurs most often at the end of a unit of study. Its primary purpose is to determine what has been learned over a period of time, to summarize student progress and to report to students, parents and educators on progress relative to curriculum objectives.
Seldom are evaluations strictly formative or strictly summative. For example, summative evaluation can be used formatively to assist teachers in making decisions about changes to instructional strategies or other aspects of students' learning programs. Similarly, formative evaluation may be used to assist teachers in making summative judgments about student progress. It is important that teachers make clear to students the purpose of assessments and whether they will later be used summatively.
Diagnostic evaluation usually occurs at the beginning of the school year or before a unit of instruction. It identifies students who lack prerequisite skills, fitness, knowledge or understanding so that remedial help can be arranged. It also serves to identify gifted learners to ensure they are being sufficiently challenged. Diagnostic testing also identifies student interests. Diagnostic evaluation provides information essential to teachers in designing appropriate programs for all students.
Teachers conduct all three types of evaluation during the course of the school year.
Recognizing the importance of evaluation as an integral part of the curriculum, Saskatchewan Education has developed five general guiding principles to provide a framework to assist teachers in planning for student evaluation:
· Evaluation is an essential part of the teaching-learning process. It should be a planned, continuous activity that is closely linked to both curriculum and instruction.
· Evaluation should be guided by the intended learning outcomes of the curriculum and a variety of assessment strategies should be used.
· Evaluation plans should be communicated in advance. Students should have opportunities for input regarding the evaluation process. The weighting of criteria and in some instances the establishment of criteria can be negotiated among teacher and students.
· Evaluation must be fair and equitable. It should be sensitive to family, classroom, school and community situations. It should be free of bias. Students should be given opportunities to demonstrate the extent of their skills, fitness levels, knowledge, understanding and attitudes.
· Evaluation should help students. It should provide positive feedback and encourage students to participate actively in their own learning.
Although evaluation is not strictly sequential, it can be viewed as a cyclical process made up of four phases: preparation, assessment, evaluation and reflection. This process involves the teacher as a decision-maker throughout all four phases.
During the preparation phase, decisions are made that identify what is to be evaluated, the type of evaluation to be used (i.e. formative, summative or diagnostic), the criteria against which student learning outcomes will be judged and the most appropriate assessment techniques with which to gather information on student progress. The teacher's decisions in this phase form the basis for the remaining phases.
During the assessment phase, the teacher identifies information-gathering strategies, constructs or selects instruments, administers them to the students, and collects and organizes the information on student learning progress. The teacher continues to make decisions in this phase. The identification and elimination of bias (e.g., gender and culture bias) from the assessment techniques and instruments, and determining where, when and how assessments will be conducted are examples of important considerations for the teacher.
During the evaluation phase, the teacher interprets the assessment information and makes judgments about student progress. Based on the judgments or evaluation, teachers make decisions about student learning programs and report on progress to students, parents and appropriate school personnel.
The reflection phase allows the teacher to consider the extent to which the previous phases in the evaluation process have been successful. Specifically, the teacher evaluates the utility and appropriateness of the assessment techniques used. Such reflection assists the teacher in making decisions concerning improvements or modifications to subsequent teaching and evaluation.
Reporting to students and parents must be based upon real evidence. In order to build up a record of growth, teachers will have to rely to a great extent upon accurate observation and adequate record keeping.
Evaluation in physical education should focus on both process and content. Many of the objectives in the elementary physical education curriculum are best assessed through ongoing observation.
These methods refer to the broad organizational structure of the assessment techniques a teacher may decide to use.
· Assessment Stations
· Individual Assessments
· Peer and Group Assessments
· Learning Contracts
· Self-Assessment
· Portfolios
These methods may be used within the structure of any of the methods of organization and with any of the ongoing student activities, as well as quizzes and tests.
· Anecdotal Records
· Observation Checklists
· Rating Scales
These techniques are those a teacher would use throughout the course of a regular school day when students are engaged in their usual learning activities.
· Performance Assessment
· Written Assignments
· Presentations
· Discussions
· Journal Writing
· Problem Solving
· Projects
· Homework
· Conferences
· Interviews
· Oral Assessments
· Performance Tests
· Extended Open-Response
· Short-Answer Items
The teacher confers with groups as they work, recording responses on an anecdotal observation grid. Conferences and interviews with individuals are a means of measuring understanding, satisfaction, setting of goals and ongoing planning. Teachers can confer with the class as a whole to get a sense of students' likes and dislikes and to give direction for planning units.
Contracts can be used for students doing projects and independent work.
In this assessment, either each member of the group or the group as a whole provides an assessment of its effort in the assigned task. A list of descriptors can be provided and marks or a rating scale can be provided for the assessment.
At times, where a project has been the task, each member of the group may provide a rating for other group members. If presentations involve all members of the class, peer assessments of each presentation may be done.
These can be part of contracts or station work and include some peer and self-assessments. Usually, materials are provided for an activity and the student must go through a series of steps to complete the task. The student may then record the results, or orally tell what he or she did and the resulting conclusion. Besides the visible product, if one is required, the process of completing the task, and the written or oral response become part of the assessment. This may be rated on a numerical or a poor-to-excellent rating scale.
Portfolios are useful as an ongoing measure of student work. They are the "evidence" for reporting purposes and can include student work, reports, reflections, self-assessments, peer assessments, photographs and videotapes of performances (e.g., individual movement skills, skill combinations, sequences, routines, application of game strategies). They can be used at all grade levels.
Use portfolios and records of conferences to validate students' marks when reporting to parents. The portfolio provides samples of the quality of students work and their own and peers' ratings. Together with the teacher's assessment and observational notes these become a cohesive collection tracking student progress. There should be no surprises!
· Anecdotal comments can be recorded on post-it (sticky) notes and affixed to a chart that lists the students and the days of the week. At the end of the week, the recorded information is transferred to each student's file and the chart is used again the following week.
· Create a grid on 11.5 x 17 size paper to handle the class size. For example:
4 x 6 if 24 students in the class
4 x 7 if 28 students in the class
5 x 6 if 30 students in the class
Arrange student names alphabetically in the corner of each rectangle. At the end of the week or observation period, cut up the grid and paste the notes into individual student folders. The sheets in individual folders can be color-coded for each reporting period for easy access.
· Laminate a piece of bristol board large enough to hold a sticky note for each student.
Using a permanent marker, write every student's name. (Names can be erased with alcohol and the board can be used over and over again from year to year.
Place a stack of 3 to 4 notes under each name.
Write observations on sticky notes and periodically remove the notes and stick them into individual student folders.
Happy Face
A happy face self-assessment can be used by students to rate their own performance on such things as:
· respect for the rights and feelings of others
· participation and effort
· self-direction
· caring about and helping others
· (cooperation, sharing, taking turns, encouraging, helping, asking for help, etc.)
Task Assessment
Forms are used to ask the student to evaluate the resulting product and learning that occurred. Each of the areas can be assigned different weight depending on the objectives and type of task. Some descriptors might include:
· Task completion (this could include work assigned, final product presentation.)
· Cooperative participation (this may be within the group or class and would cover use of time, helpfulness, sharing, etc.)
· Content, creative solutions, ideas and approaches
· Suggestions, extensions and rating (Task assessment might be in the form of a rating scale or include assignment of marks.)
Thumbs-Up
One of the easiest, quickest and most effective ways for primary children to begin doing self-assessment is to have them at the end of an activity or task give a thumbs up, thumbs sideways or thumbs down indication of their own performance. Within a couple
of minutes, all the good things that occurred, the things that may not have gone so well, and how things might be changed for the next time can be shared by the class.
Options |
Descriptions |
Examples |
|
Self-Evaluation |
Students make critical and valid assessments of their own abilities by rating their performance for comparison with individual target goals, peer standards, teacher-established criteria or all of these. |
Following a segment on throwing different objects (eg., Frisbees, nerf balls, deck tennis rings, footballs), students identify the number of different objects thrown, describe the types of throwing patterns used and complete a self-check skill performance rating scale. |
|
Peer Assessment |
One student observes another student's performance, compares and contrasts performance against teacher's criteria (critical elements), draws conclusions and communicates results (verbal, non-verbal or written feedback). |
Student "A" watches student "B" during a tennis game, using a criteria task sheet. Five forehand strokes are observed, six "points to look for" are rated using a + for each stroke. |
|
Individual Project |
With the guidance of a teacher, a student pursues an area of interest and takes responsibility for completing the following tasks: building a scenario, determining goals, planning a program of participation to achieve outcomes and implementing the plan to the completion of the goals. |
With "discovering my roots" as the theme, student presents a game, dance or other physical activity associated with his or her origins; project includes reading activities, interviews, written or art expressions and demonstration of selected activities complete with costumes, equipment and/or music. The teacher can assess the existence of BMP and/or Movement Variables using checklists, rating scales or anecdotal records. |
|
Group Project |
Several students work cooperatively to solve a problem, learn a skill or generalization, engage in shared discovery or carry out a series of performance tasks in an atmosphere of interdependence and accountability. |
In groups of five or six, students design an obstacle course of straight, curved and zigzag pathways using wands, ropes and other manipulative objects. Pathways must connect. Students must decide what locomotor movements to use in travelling the various pathways. The teacher can assess the performance and understanding of the Movement Variables (pathways) or the BMP (locomotions) using rating scales. |
|
Teacher Observation |
Teacher records information about students' performance or behaviour (live observation or video analysis) using different tools such as anecdotal notes, narrative descriptions, rating scales, checklist, frequency index scales or scoring rubrics. |
Students choreograph their own dance routine. Using a scoring rubric, the teacher watches the routine and rates the following criteria on a scale of 1 to 5: rhythm with music, creativity, fluidity and diversity. Critical elements for each criterion are built into the rubric. |
Options |
Descriptions |
Examples |
|
Performance Task |
A performance task is written broadly enough (i.e. it is loosely structured) so that there are many solutions or possible answers; it captures the interest of students and it replicates or simulates a real-world experience. |
Students watch a tape of an athletic performance and discuss, in writing, the space awareness concept athletes used during their performances. They answer these questions: What did the athletes do at a high, medium or low level? What kinds of pathways did they use? Directions? What kind of space did they move in? Give examples of how athletes use these concepts. |
|
Reflection |
Students engage in the thoughtful examination of the learning process in order to plan, monitor, assess and improve their own performance and their own thinking. |
Small groups design and perform a movement sequence that uses matching and mirroring movements; students respond in writing to the questions: What was easy about working together? Difficult? What should be changed about working together? How was your performance affected? |
|
Role Playing |
Students pretend they are a particular person in order to solve a problem or act out a real-world situation. This allows students to re-create or act out issues in interpersonal relations, social events, personal concerns, values, problem behaviours or social skills. |
Students are given this scenario. You are at a basketball game where your best friend's sister plays for the opposing team. Another friend from your school makes disruptive noises when the other team shoots free throws, boos the officials and makes derogatory remarks to the other team. What would you say to this friend? Create a dialogue. |
|
Log |
Performance of specific behaviours over a certain time period is recorded by individual students, small groups or the whole class to show changes, sequences, choices, feelings, progress and/or participation. |
The Canadian Active Living Challenge passports are completed and then assessed using a rating scale. |
|
Portfolio |
Students exhibit samples of their work or performance data in a collection of artifacts that show effort, progress or achievement over a certain time period. |
Second-graders are given a sheet that has a picture of a child with body parts labeled. Students color with crayon those body parts at a low level, medium level and high level in red, blue and yellow, respectively. The sheet is assessed to determine understanding of the concept. It is then placed in the student's portfolio. |
From Professional and Student Portfolios for Physical Education. Champaign, IL: Human Kinetics. Melograno, V.J. 1998. P. 12-13 Adapted and reprinted with permission.
Note: Information for this table was derived from the following sources: National Standards for Physical Education: A Guide to Content and Assessment (Rink et al, 1995); Designing the Physical Education Curriculum (Melograno, 1996), and Teaching for Outcomes in Elementary Physical Education: A Guide for Curriculum and Assessment (Hopple, 1995).