Definition of Terms
The terms assessment and evaluation are often used interchangeably. This sometimes causes confusion. Assessment is a continuous phase within the evaluation process. Various techniques are used to gather information about student progress. Evaluation is the weighing of assessment information against a standard such as learning objectives in order to make a judgment or decision.
There are three types of student evaluation and sound teaching requires that all three types be conducted during the course of the school year or semester.
Following are guiding principles to assist in planning for student evaluation:
Relating Assessment and Evaluation to the Goals of Physical Education
Focusing on the goals of physical education will help teachers stay on track when planning learning objectives, lesson and unit plans, and when preparing appropriate assessment and evaluation strategies. All planning, presenting, facilitating and judging revolves around the goals of the Physical Education 6-9 programs.
One of the goals of physical education in Saskatchewan schools is concept-based skill development. In order to reach this goal, teachers will have to consider a number of factors when developing learning objectives, lessons and units. For example, students in the same class may have objectives that aim for different levels of achievement. A beginner golfer may have objectives related to learning the basic swing and putting skills. The intermediate golfer may wish to improve skills related to approach shots and learn more sophisticated game strategy. The advanced golfer may wish to refine skills related to more unusual game situations such as uphill lies.
Taking such an individualized approach to skill development requires the use of entry level assessments. These assessments will allow students to establish a starting point and reference upon which to determine improvement. Teachers will find them necessary to prepare activities that meet the needs of these students. Entry level assessments will also provide a baseline from which to eventually evaluate motor skill improvement. The Templates for Student Assessment and Evaluation section contains samples of such assessments.
Teaching conceptually will also enable teachers and students to make continual connections and comparisons between the activity being pursued in class and other physical activities from previous experience, as well as activities developed in future units. Conceptually based motor skill development also prepares students for successful participation in activities which do not even exist at the present time.
The second goal of physical education is development of positive attitudes. These attitudes focus on physical activity, fitness, self-concept, relationships with others, social behaviour and personal and group safety. To accurately and fairly assess and evaluate students with this goal in mind, specific techniques such as rating scales, anecdotal records and peer assessments would be very helpful. Samples can be found in the Templates for Student Assessment and Evaluation section.
The third goal of physical education is developing lifestyles oriented to overall well-being. To assess and evaluate students in this area, lessons would include planned opportunities for each student to demonstrate the development or maintenance of such a lifestyle. Physical education students will be required to actually live this lifestyle both in and out of regular class time. Students' lifestyles are more likely to change when they begin to live what they have learned.
It is strongly recommended that students be assessed and evaluated in the areas of knowledge, performance and positive attitudes (the cognitive, psychomotor, and affective domains). The chart on the next page depicts a range of 25%-40% for evaluating each domain. This range allows ample flexibility to change the weight of each section as the year progresses. For example, a weighting of 40% might be given for attitude in September but by November things are running smoothly in that department so for the next reporting period the weighting decreases to 20% ... or the attitude weighting might stay at 40% but the criteria change because expectations have increased.
Student Evaluation Chart
Knowledge Base (Cognitive Domain)
Focus:
Assessed or Evaluated by:
Recorded by:
Performance (Psychomotor Domain)
Focus:
Assessed or Evaluated by:
Recorded by:
Positive Attitude (Affective Domain)
Focus:
Assessed or Evaluated by:
Recorded by: