KINES 152 CH 12 & 24

Match the ways of using assessment information (in the left column) with their descriptions (in the right column).

-Assessment for learning: Concerns contextually relevant or meaningful tasks that develop high-order knowledge -Assessment for accountability:Choice, Seen in large-scale standardized testing and has become more commonplace within the current educational reform movement Seen in large-scale standardized testing and has become more commonplace within the current educational reform movement

Identify the catching opportunities that are needed to help children develop the skill of catching at the control level.

-Catching with right and left hands -Catching on either side of one's body -Catching at various levels of one's body

Match the following examples of informal assessments (in the left column) with their descriptions (in the right column).

-Challenges: These are tasks designed primarily to maintain interest and focus, and serve as a minicheck on how well a child is progressing toward a goal. -Checks for understanding: These ask children to show their understanding of a particular aspect of a lesson that has been taught.

Match the components of a rubric (in the left column) with their descriptions (in the right column).

-Criteria: They are the essential elements determined necessary to achieve a specified goal. They are the essential elements determined necessary to achieve a specified goal. -Steps of quality: They identify various levels of a standard that might be achieved or various levels of competence. They identify various levels of a standard that might be achieved or various levels of competence. -Descriptors:They illustrate or describe what quality looks like at each level for each criterion. They illustrate or describe what quality looks like at each level for each criterion.

Identify the components of a rubric. (Check all that apply.)

-Descriptors -Criteria -Quality

In the context of assessments for learning, match the levels that children should progress through (in the left column) with the descriptions of formal assessments involved in these levels (in the right column).

-Early control level:Formal assessments assess the elements critical to the mature pattern of a skill in an isolated situation. -Later control and early utilization levels:Formal assessments focus on the use of a skill in a variety of contexts and combinations. -Utilization and proficiency levels:Formal assessments focus on the use of a skill in changing environments.

Match the phases of throwing (in the left column) with their features (in the right column).

-Preparation:Builds momentum for the throw Builds momentum for the throw -Execution:Actual release of an object Actual release of an object -Follow-through: Maintains control and balance while using momentum of a throw

In the context of assessment for learning, which of the following are true about the use of rubrics with certain modifications to accommodate children with disabilities? (Check all that apply.)

-Rubrics within rubrics should be designed to accommodate specific goals included in individualized education programs. -Children with severe problems may need individual rubrics.

Match the examples of standards-based reporting systems (in the left column) with their descriptions (in the right column).

-System provided by SHAPE America:The report card template is customized so that teachers can adjust it to meet their requirements in a variety of situations. -System designed for use by Fargo, North Dakota schools:The report card remains the same for the entire school year with nonaddressed performance outcomes marked out.

Which of the following statements are true of formal assessments? (Check all that apply.)

-They often assess the cognitive domain and the affective domain as well as the psychomotor domain. -They are broader than the challenges and the checks for understanding.

Identify the ways to minimize waiting time for children during assessment. (Check all that apply.)

-Videotaping children to make judgments about skill levels and progress. -Setting up stations or learning centers. -Asking classroom teachers to help with a class

Which of the following is an assessment piece used almost solely as a nongraded assessment?

A student journal

Identify a true statement about assessing movement concepts.

As movement skills develop, concepts and skills are used in combination.

Identify a true statement about the similarities between the standards-based report card template provided by SHAPE America and the system designed for use by Fargo, North Dakota schools.

Both these reporting systems involve multiple assessments.

Which of the following statements is true of the skill of throwing and catching at the utilization level of learning?

Children are given tasks that encourage refinement of skills of throwing and catching.

_____, often printed on half pieces of paper, contain two or three questions or ask students to write in some form about specific learning cues or affective goals for a lesson.

Exit slips

True or false: It is said that if assessment and teaching are done well, a student should know the difference between the two.

False

True or false: The recent surge of handheld computer assessment programs that teachers can use to download results into desktop computers makes assessments in physical education much more time consuming.

False

Identify a true statement about grading in physical education.

Grading without an indication of what the standard is does not communicate meaningful information to parents or others.

_____ is a form of assessment that can produce records of student progress, process, and participation and that teachers often ask parents to verify.

Homework

In the context of assessing children's progress, which of the following is most likely true of teacher observation?

It is highly appropriate for assessing the acquisition of critical elements of skill that together form a mature motor pattern.

Identify a true statement about assessment for learning being an ongoing process.

It is largely formative.

_____ is a form of assessment that involves other students assessing competence in performance of skills and demonstration of selected critical elements as well as cognitive understanding of what the demonstration of a selected cue looks like.

Peer observation

_____ is a form of assessment that is easily built into tasks by asking students to work as partners and to provide each other with selected feedback regarding performance.

Peer observation

_____ provide an opportunity for students to share the responsibility for collecting proof of their learning.

Portfolios

_____, or evaluation matrices, describe varying levels of quality or achievement for a specific task.

Rubrics

_____ are forms of assessment that may be used at the end of a unit to have students assess their own achievement.

Self-assessments

_____ is the most common form of assessment used in physical education classes and is generally employed to assess psychomotor performance but can be applied to the affective domains as well.

Teacher observation

In the context of assessment for learning, identify a true statement about the use of rubrics with certain modifications to accommodate children with disabilities.

The rubrics should be extended to accommodate more levels of development.

In the context of the skill of throwing and catching, identify a true statement about children at the utilization level of learning.

They begin to use the skills of throwing and catching in dynamic, unpredictable situations.

Which of the following is true of formal assessments?

They can provide a summative product that can be scored for reporting.

Identify a true statement about event tasks.

They require independent and group working skills.

_____ is a basic movement pattern performed to propel an object away from the body.

Throwing

Which of the following skills is first developed at the proficiency level of learning to throw and catch?

Throwing and catching a flying disc in different places around the body with a partner

In the context of assessment for learning, which of the following do scoring rubrics that are provided to children indicate?

What is to be learned by students

In the context of assessing student learning, how well something is learned implies that _____.

a student's performance is evaluated against present criteria that are known ahead of time

An accurate statement about assessment is that it _____.

allows children and teachers to see that something has been learned and also to demonstrate it

The gathering and collection of information framed by how that information is used is referred to as _____.

assessment

Early assessment of movement concepts centers on _____.

cognitive understanding

In the context of assessing student learning, the idea of demonstrating what was learned implies that a student _____.

completes some type of performance that others can evaluate

Assessment for learning asks children to demonstrate skills in _____.

contexts that are close to actual situation in which the skills are used

Performance tasks that can be completed in one class period or a portion of it are referred to as _____.

event tasks

Short written pieces given at the end of a lesson that are designed to assess cognitive and affective goals are referred to as _____.

exit slips

Assessment of the cognitive domain can be done through _____.

exit slips or checks for understanding

First and foremost, assessments should provide _____ to students that they can use and make sense of, as they view the students as the people who benefit most from assessments.

feedback

The primary purpose of assessment for learning is to _____.

give students information they can use to enhance learning

In the context of the various forms of assessments, _____ is a supplement to in-school physical education that refers to what a student completes outside physical education class.

homework

Assessments for motor skills and fitness include _____.

homework and peer observation

In the context of the various forms of assessments, many instructional tasks are in reality _____.

informal assessments

At the control level of throwing and catching, children practice throwing through activities that are designed to help them learn to _____.

throw for accuracy and with varying degrees of force

Systematic collections of student work over time that show progress, achievement, and effort in one or more areas of learning are known as _____.

portfolios

The throwing experiences at the _____ are designed to elicit distance throws, which force children to use a mature throwing pattern.

precontrol level

For children at the precontrol level of throwing and catching, the tasks are designed to _____.

provide exploration of a multitude of throwing and catching experiences

The purpose of sharing _____ in advance is to guide students in the expectations for their learning, provide informative feedback about the extent to which work met the expectations, and give detailed assessment of the final product.

rubrics

Assessment for learning provides children with _____ before they actually start the learning or assessment.

scoring rubrics

Forms of assessment that provide a unique opportunity for teachers to evaluate larger components or application of a skill or the beginning use of a skill by asking children questions about their own abilities are _____.

self-assessments

In the context of the various forms of assessments, _____ are written records of participation, results, responses, feelings, perceptions, or reflections about actual happenings or outcomes.

student journals

In the context of the various forms of assessments, the purpose of _____ is for students to reflect on their feelings, growth, frustrations, joys, and successes regarding physical activity and physical education.

student journals

Assessment of the affective domain can occur in the form of _____.

student journals or a teacher checklist

An assessment that is part of assessment for learning but is done only after an immense amount of formative feedback is referred to as _____.

summative assessment

Oliver, a physical education teacher, designs a game for his students in the proficiency level of learning to catch and throw. The game requires a student to throw a flying disc toward his or her partner, who has to catch the disc. Using this game, Oliver intends to develop in the students the skill of _____.

throwing and catching a flying disc in different places around one's body with a partner

Ideally, assessment should provide students with information that _____.

will fuel their interests