The Issue: Assessment… the student or the student learning outcome? Do we need to assess? The...
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Adapted Physical Education Assessment The Issue: Assessment… the student or the student learning outcome? Do we need to assess? West Chester University KIN 587 Rebecca Vineyard http://www.youtube.com/watch? v=4OMZ8Dg85h4
The Issue: Assessment… the student or the student learning outcome? Do we need to assess? The Issue: Assessment… the student or the student learning outcome?
The Issue: Assessment the student or the student learning
outcome? Do we need to assess? The Issue: Assessment the student or
the student learning outcome? Do we need to assess? West Chester
University KIN 587 Rebecca Vineyard
http://www.youtube.com/watch?v=4OMZ8Dg85h4
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COLLEGE OF THE DESERT
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Objectives Understanding a Student Learning Outcome
Understanding how to assess a Student Learning Outcome Make a
decision on should we assess the student or the Student Learning
Outcome Is there a better way to assess the students learning?
Slide 5
California Community Colleges Adapted Physical Education
Handbook Defines California College Adapted Physical Education The
History of Adapted Physical Education Models of Adapted Physical
Education Curriculum Instructional consideration Instructional
Delivery The intake process Student recruitment Facilities
Equipment Safety Funding
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Curriculum What clearly sets adapted physical education apart
from non-adapted physical education is that assumptions about
students cannot be made. Adapted physical education should have the
ability to provide personalized assessment, exercise programming,
and instruction designed to address the educational/functional
limitations of a student. Adapted physical education courses
outlines should have broad and flexible outcome expectations and
goals since the specific circumstances and educational/functional
limitations of students with disabilities are unknown until they
enroll and meet with the instructor.
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Student Education Contract The important elements of this
contract: Present Levels of Performance Goals Objectives Activities
to Achieve Goal Outcomes for the two most important Goals. Goal #1
Goal #2
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Assessment Practices
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What is a SLO? A student learning objective (SLO) is a
statement that specifies what students will know, be able to do, or
value when they complete a program. Each student learning outcome
is directly drawn from the programs learning goals. A student
learning outcome consists of three elements an opening phrase, an
action word and a learning statement. Students will be able to
recite a list of values from weight training techniques learned
during the semester.
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Course Syllabus KINE 065- Adapted Physical Activity Course
Description: This course is for students with disabilities and
emphasizes the development of an individualized weight training and
fitness program. Student Learning Outcomes: Upon successfully
completing this course students will: 1. Develop an appropriate
weight training program which reflects an understanding of their
individual capabilities and needs. 2. Demonstrate improvements in
level of performance in strength, flexibility, endurance, balance
and coordination. 3. Cite the long term effects benefits of a
weight training program on the quality of their life.
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General Assessment Report-Page 1 This is a General Education
Assessment Report. This report if filled out by the instructor whos
class has been chosen to be assessed by their division. This
process is a two-semester task. Portions of the assessment report
are filled out each semester. We will consider each portion and how
and when to fill it out for our adapted weight training class.
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General Assessment Report-Page 2
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General Assessment Report-Page 3
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General Assessment Report-Page 4
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General Assessment Report-Page 5
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General Assessment Report
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Student Learning Outcomes This is where the problem comes in.
32 percent of the students in the class did not complete their
stated goals. Do we change the student learning outcome so everyone
can succeed? Do we need goals for students? Isnt it enough to
assess the student on their effort? Did they dress for PE? Did they
come to class each day? Did they put in the effort needed to learn
about weight training? OR
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Assessment Ideas Do we use a proficiency grid such as is used
in grades K- 12? Advanced Proficient - 4Proficient - 3Partially
Proficient - 2Not Proficient - 1 Movement Skills, Physical Activity
and Physical Fitness Standard 1 and Standard 3 Student clearly and
consistently demonstrates all critical elements of the skill.
Developing consistently and independently. Student usually
demonstrates critical elements of the skill. Developing with
moderate teacher or peer support. Student sometimes demonstrates
some critical elements of the skill. Needs more time to develop or
requires considerable teacher guidance. Student demonstrates
minimal or no critical elements of the skill. Movements are
inconsistent and unreliable. Movement Concepts and Physical Fitness
Cognitive Concepts - Standard 2 and Standard 4 Student clearly and
consistently demonstrates concept knowledge. Student demonstrates
evidence of concept knowledge. Student demonstrates some evidence
of concept knowledge. Student demonstrates little or no evidence of
concept knowledge. Personal and Social Responsibility Standard 5
Student exhibits behaviors that are focused on the task, works
continually without intervention by the teacher, and is helpful to
classmates as needed. Student exhibits behaviors that are focused
on the task and works continually without intervention by the
teacher. At times the student exhibits behaviors that are off-task.
Needs frequent reminders to stay focused on his or her work.
Student exhibits behaviors that prevent him or her from
learning.
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Assessment Ideas Students Projects Individually or in small
groups the students create new movement strategies from skills they
have learned in class. The teacher poses a "problem" such as a
description of players in a football game and asks students to
create a play strategy. Another example is to have students create
a gymnastics routine based on a series of required skills. Even if
the student is not agile or cannot perform the movement(s) well,
this assessment tool determines the student's knowledge of what was
taught.
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Assessment Ideas Student Portfolios A portfolio is a collection
of students' work during a set period. This assessment tool allows
students to be involved in the process as they determine for
themselves what to include in the portfolio. The focus or theme of
the portfolio, as well as criteria, must be clearly defined before
the students begin to assemble their materials.
Slide 27
Assessment Ideas Student Journals Students express their
personal understanding of skills learned in class. This assessment
tool also helps students to see the meaning of what they learn in
PE to their lives outside of the classroom. Teachers interact with
the student journals throughout the term. Journals can include
structure assignments to help define the grading criteria. For
example, the teacher may require students to include specific
entries such as an improvement plan, study notes, analysis of
problems and challenges.
Slide 28
Assessment Ideas Teacher Observation This tool is a good
example of informal assessment that is embedded in the teaching. It
is absolutely necessary, however, for the teacher to have specific
criteria for all judgments and to record the observations on a set
form. The teacher should also provide feedback to the students on a
regular basis and continue the observations over a prolonged period
to determine progress.
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Assessment Ideas Student Self-Assessments This assessment tool
can be combined with student journals, or used as an independent
tool. Involve the students in setting personal goals and creating
personalized action plans. Then have the students keep track of
their daily, weekly and monthly progress on a set form. The teacher
combines this with their own observations and follows through with
assessment conferences in which the student adapts the plan of
action to foster self-improvement.
Whats going on in the Industry? Effects of Grading on
Achievement in College Physical Education Rifle Class (3 grading
groups) 100% participation 100% skill 50% participation and 50 %
skill Participation class showed erratic score s
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Whats going on in the Industry? Stress Test 2 bowling classes 1
class no grade pass/fail 1 class- graded Conclusion Students in the
grading group averaged 4.95 pins higher than non-graded group
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Whats going on in the Industry? PE Central-Central Washington
University Why Assess in PE? Authors Stephen Jefferies and Toni
Jefferies write an article about why we need or want to assess in
Physical Education. Parents? Educators? Students?
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Lets try a test subject Gary is a 24 year old man. He has
Cerebral Palsy which effects his left side. Movement is jerky with
his left hand and left leg. He uses a cane as an aid in walking. He
has joined our adapted weight training class. Pretest-Post Test
Bicep curls 25 lbs 35 lbs Leg Press150 lbs130 lbs Leg extensions60
lbs50 lbs Treadmill walking1 mile2 miles Flexibility10 minutes15
minutes
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Final Thoughts What are your current thoughts of assessing an
adapted Physical Education Student after reading this presentation?
Does this differ from your original opinion of assessment of
Adapted Physical Education? What method do you currently use? Why
did you choose this method? What methods have you used in the past
and list one or two that you have used that did not work well for
you. Why did they not work well for you? What do your students
think about the grading practices you use?
Slide 36
Works Cited Jefferies, S., Jefferies, T., & Mustain, W.
"Why assess in PE?". PE Central. 16 Apr. 1997. Online.
http://www.pecentral.org/assessment/assessmentresearch.html.http://www.pecentral.org/assessment/assessmentresearch.html
Long Beach Unified School District. (2010). Curriculum: Physical
education k-12. Retrieved from
http://www.lbusd.k12.ca.us/Main_Offices/Curriculum/Areas/Physical_Education/assess
ment.cfm Mao, Y., & Zakrajsek, D. (2010). Effects on grading on
achievement in college physical education. Physical Educator,
50(4), 201. doi: 9411283732