Kin 330 Chapter 5

The newest forms of assessment are?

-Alternative Assessment -Authentic Assessment

Alternative assessment

-Any type of assessment that differs from a traditional test. -Examples: projects, portfolios, event tasks, student logs or journals, observations, checklists, and rating scales.

Objectivity Issues

-Try to develop an assessment that is as free of bias as possible

Guidelines for Developing Rubrics

1.Discriminate among performances in a valid way. 2.Rely on descriptive language rather than comparative language. 3.Provide useful discrimination. 4.Emphasize the finished product.

Accuracy

Alternative assessments allow you to modify the evaluation and make the environment as dynamic or open as necessary to ensure the accuracy of the test.

Rating Scales

Are used to determine the degree tow which a desired behavior has been observed -Numerical, qualitative, or both -Can be analytic or holistic

Alternative Assessment: Student Logs

Record of performance pertaining to specific behaviors over a specified period of time

Alternative Assessment: Student Projects

Refers to a range of activities in which class concepts are incorporated into a finished product following guidelines established by the instructor

Portfolios

-Collection of noteworthy objects to demonstrate progress and learning. -Need to determine the use of portfolio. -Is it the best work or representative collection of overall performance? -Is it the tool to show student growth or as a final assessor of what has been mastered? Should the work be selected by the teacher or the student? -Downside of portfolios for physical education teachers is the number of students compared to the number of teachers. -Collecting and sorting papers during class time can detract from valuable activity time.

Accountability

-Demonstrating that learning is occurring. -Defending against budget and curricular cutbacks.

Guidelines for Assigning Portfolios

-Select a reasonable number of classes each year to work on portfolios -Be specific about portfolios entries -Be specific about portfolio format -Develop a routine regarding how and when materials are added to students portfolio -Develop a rubric for portfolios, and share it to students ahead of time

Eyeballing

-Simply just watching the game -Lack objectivity and is not the fairest way to determine student achievement

Assigning and Scoring Alternative Assessment: Student Journals

-Student journals include students' thoughts, reflections, and feelings. -Helpful in assessing attitudes toward activity.

Scoring Criteria for Alternative Assessments

-Student should know the criteria used to judge performance. -For complex alternative assessments, teacher should take the time to clearly explain what is expected and how student performance will be judged.

Assessing Student Logs and Student Journals

-Students should know that their records or work are being used to assess their participation and the logs must be accurately kept. -When using a journal, must be made clear that they are free to express their thoughts. -It is the process of completing the journal that is assessed not the content.

Rationale for Alternative Assessments

-Teachers deal with assessment in each lesson they teach. -Teachers are constantly making judgments about a student's ability. -This judgment can be formative or summative. -Provide justification for grading practices.

Authenticity

-Ultimate goal of instruction in physical activities is to provide students with the skills and knowledge to enjoy participation in the actual activity. -Alternative assessments are often the best way for physical educators to evaluate proficiency in game play. -They can be developed to make a reasonable assessment of game play, affective behaviors, and cognitive understanding.

Reliability Issues: Morrow's 3 Conditions

1. Clearly defined, specific criteria for judging the performance or product should be explicitly stated. 2. All physical education or exercise science professionals doing the assessment must throughly understand the criteria 3. The professionals doing the assessment must apply the scoring criteria in a consistent manner

Steps to Developing a Rating Scale

1. Decide on the skill or behavior to be assessed 2. Determine how many levels of performance to include in the rating scale 3. Determine the top level of performance 4. Create additional levels of performance using parallel language 5. Pilot the rating scale 6. Revise as necessary

Standards to determine if assessment is authentic or not

1. It is gamelike as possible. The task enables students to perform as they would in a game 2. Requires cognitive engagement. Students apply cognitive task such as rules, strategy, and positioning thats have been taught to their gameplay 3. Asks students to apply skills. Rather than perform skills in a relatively closed or static environment, students apply skills and knowledge in a dynamic or game like setting

Steps in Developing a Checklist page

1.Decide on the behavior or skill to be assessed. -Generally something concrete or observable. -Each element must be one that is visible to the naked eye. 2.Determine how many elements to include. 3.Use vivid language to list each element. 4.Determine the order of listed elements. 5.Use parallel language to describe the elements. 6.Pilot the checklist. 7.Revise as necessary.

Purpose of Rubrics

1.Rubrics help teachers define excellence and plan how to help students achieve it. 2.Rubrics communicate to students what constitutes excellence and how to evaluate their own work. 3.Rubrics communicate goals and results to parents and others. 4.Rubrics help teachers or other raters to be accurate, unbiased, and consistent in scoring. 5.Rubrics document the procedures used in making important judgments about students.

Weaknesses of Standard Testing Practices

1.Standardized tests depend on an obviously planned environment. 2.Standardized test may not test the specific content taught. Test may only measure one skill or aspect of a game when teacher wants to assess overall play. 3.Standardized tests are time consuming to set up and operate. 4.Standardized tests with validated norms are generally designed for rather specific populations. -However, standardized tests can be a means of providing formative feedback to students regarding their skills in a particular situation. -They can be used in station work as a form of self-testing.

Alternative Assessment: Portfolios

A collection of student work compiled over time and reviewed against criteria

Rubric

A guide used to asses a students work. -Scoring rubric is typically in a form of a checklist or rating scale -Rubrics are helpful for students in that it specifies the work to be done and lets them know the teachers expectations

Assessing Student Portfolios

A rubric must be designed that takes into account the purpose of the portfolio, the specifications given to the students, and the type, amount, and quality of the material included.

Alternative Assessment: Student Journals

Are used to ask students to share information regarding feelings, attitudes, perceptions, or reflections with regard to the activity

Assigning and Scoring Alternative Assessments: Event Task

Asks students to demonstrate what they have learned by applying it to a real-life situation -Allow students enough time to create task -Include both psychomotor and cognitive -Let students know at the start of a unit that an event task will be required of them -Specific guidelines -Distribute criteria and rubric in advance

Assigning and Scoring Alternative Assessment: Student Projects

Excellent ways to reach higher cognitive levels of thinking and incorporate critical thinking skills into coursework. EX: Fitness Plan Project, Playbook Project, Aerobic Project, Integration Project

Reliability Issues

If the alternative assessment is not reliable, then you have no confidence in the data -To ensure reliability, it is crucial that all observers evaluate the performance or product in the same way by creating criteria used to rate the students

Alternative Assessment: Event Task

Is a performance task that students can complete during a class period. -Event task generally ask students to apply what they have just learned to a real-world situation Ex: Observation of a students performance

Checklist

Is used to detect the presence or absence of the desired behavior. -Generally a Yes/No response -Useful in measuring narrow and concrete dimensions or for measuring attainment if basic skills -Popular when used as a formative assessment and when instructional objectives state mastery of a task is needed.

Validity Issues

Simplest way to check the validity of the assessment is to compare the assessment to the instructional objectives.

Instructional Alignment

The idea of matching each instructional objective to some form of assessment

T/F: Authentic Assessment is an assessment that takes into account the students' ability to actually play a game or sport rather than ability to perform isolated game skills.

True

T/F: Authentic assessment is a form of alternative assessment.

True

T/F: Checklists and rating scales are the most often used types of rubrics in alternative assessment

True

T/F: Physical educator's biggest challenge is developing meaningful assessment tools that evaluate students' progress on achieving stated performance objectives.

True

T/F: Scoring guidelines, rating scales, checklists and rubrics are terms for the criteria used in evaluating student performance.

True

T/F: Standard methods include skills tests and written tests

True

T/F: Student logs may be use to track students' weight training progress, distance covered in a jogging unit, or activity completed outside of class.

True

T/F: Teachers need to maintain instructional alignment.

True

T/F: When writing a rubric, the need to develop/use descriptors that will fully differentiate among various levels of performance.

True

Authentic Assessment

a type of alternative assessment that emphasizes a test taking place in a "real world setting"