PSD Slo Workshop Packet

12/3/2014
Assessing Student Learning

Outcomes in Physical
Education
Poudre School District
Physical Education Workshop
December 5th, 2014
Brian Dauenhauer, Ph.D.
Jennifer Krause, Ph.D.
Workshop Agenda
Assessing Student Learning in PE Overview
Sample Assessment Demonstrations in the Gym
Lunch + Collaborative Assessment Development
Creating/Demonstrating Assessments for the CDE Standards
Assessment Mapping
Summary/Take-Home Messages
Getting to know YOU

1) Name
2) Grade Level
3) # Years teaching PE
4) Something really interesting!
Getting to know Us
Brian Dauenhauer
From Austin, Texas
Introductions
Ph.D. Physical Education Teacher
Education, Univ. of Texas- Austin
Joys- Family, golf, traveling
Jennifer Krause
From Warren, Pennsylvania
Ph.D. Physical Education Pedagogy,
University of Virginia
Interests Frankie & Lucy (my 4legged kids), triathlons, Zumba, &
exploring new places
ICEBREAKER- SUPER CHICKEN!

Full body rock paper scissors
Egg: Hands over your head in an oval shape
Chicken: Flap those wings
Purpose of Assessment in
Physical Education
Super Chicken: Arms out front, like Superwoman/man

Immortal Chicken: Arms spread wide
What is the purpose of physical education?
How do Standards
(CDEs Comprehensive Health & Physical
Education Standards, specifically)
help us reach that purpose?
Sohow do you know that youre meeting the

CDE CHPE Standards, and therefore,
accomplishing the purpose of PE?
12/3/2014
What Is Assessment?
Assessment & Evaluation!
The process of gathering evidence

about a students level of
achievement in a specified subject
area and interpreting the
collected measurement and
determining some worth or value.
Two Purposes of Assessment
Applications to Practice
2. Assessment for learning
The survival of PE in the schools depends on:
Designed to provide feedback

The task itself becomes a learning experience that
challenges students existing knowledge and beliefs
Fosters active construction of meaning
how well we define the purposes and outcomes of our

programs
methods we use to document the successes of students and
teachers
Ways to Assess
Assessment Considerations
Formative assessment- small assessments throughout a unit of

instruction
Summative assessment -more formal assessment at the end of
a unit/year
Two Purposes of Assessment

1. Assessment for accountability
Large scale standardized testing
Legislation for teacher evaluation
Question to Consider
How are
assessment,
curriculum,
instruction,
and learning
related/linked?
Set Objectives
Revise &
Plan Learning
Improve
Experiences
Analyze
Assess
Outcomes
Objectives
Performance-Based Assessment
Require presentation of meaningful tasks
Look at what experts in the field do
Radio announcers, officials, news paper writers
Emphasize higher-order thinking and more complex learning

Blooms taxonomy
12/3/2014
Characteristics of P-B Assessment
Characteristics of P-B Assessment

Both the process and product are important
Articulate criteria in advance

Embed assessments so firmly in the curriculum they are part
of instruction-especially formative assessments
Domains of Learning in PE
Psychomotor
Fundamental &
Complex Motor
Skills
Fitness
Outcomes
Ex. Tennis: whether the serve landed in or out is

important but do not ignore process items such
as: proper grip, stance etc.
P-B Assessment Examples

Affective
Cognitive
Knowledge of
concepts,
principles,
strategies,
tactics, etc.
Advantages of P-B
Attitudes,
feelings, values
toward physical
activity
Psychomotor
Cognitive
Within game
play skill
assessment
Fitness
improvement
plan
Skill tutorial
videos
Officiating a
game
Journal entries
Blog posts
Fitness PSA
Need for consistency among assessment tasks & rubrics

Shared understanding of definitions in rubric
Tasks that measure the intended outcome
Good Instructional Alignment

Teachers test students on what they teach
Students know exactly what is expected ahead of time
Assessment Options for All Domains

Affective
Validity & Reliability of Assessments
Sample
Assessments I
Allows for direct observation of student work (application of

knowledge in context)
Teacher -- The teacher collects and analyzes all the

information.
Peer -- Other students (peers) collect assessment
information and provide feedback to the student.
Self --The learner, with guidance, analyzes their
performance, knowledge, or feelings.
Validity
The soundness or appropriateness of a test or instrument in
measuring what it is designed to measure
(Vincent 1999)
Lets review
Degree to which a test or instrument measures what it

purports to measure
(Thomas & Nelson 1996)
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Evidence Outcome:
6.2.3b: Set realistic
fitness goals, and strive
to attain them through
participation in
activities of individual
choosing.
Does the
rubric
measure the
outcome?
Criteria
4 = Advanced
Student will perform in 5 or more of the 7
fitness tests in the Healthy or Exceeds Fitness
Zone
3 = Proficient
Student will perform 4 out of the 7 fitness
tests in the Healthy or Exceeds Fitness Zone
2 = Partially Proficient
Student will perform 2 or 3 of the 7 fitness
tests in the Healthy or Exceeds Fitness Zone
Score
Reliability
Objectivity
the degree to which a test or measure produces the

same scores when applied in the same
circumstances
(Nelson 1997)
1 = In-Progress
Student will perform 1 of the 7 fitness tests in
the Healthy or Exceeds Fitness Zone
the degree to which different observers agree

on measurements
(Atkinson & Nevill 1998)
0 = No basis for evaluation or not tested
Rater Reliability
Interrater reliability
Therefore
The consistency of a given measurement from more than one observer or

measurement tool on more than one occasion
We revised 2 assessments (2nd grade and 6th grade)
e.g.
Added assessment tasks and revised rubric to increase

validity and reliability
Score for the American Gymnast
Lets check them out!
British Judge
= 9.9
French Judge
= 4.4
Japanese Judge
= 7.0
Collaborative
Assessment
Development
Grade Level
Demonstrations
Sample
Assessments II
Assessment Planning
Calendar
& LUNCH
12/3/2014
Seventh Grade
Student Learning Outcomes
Assessment
Criterion
Tool
1. Develop strategies to communicate ideas and feelings
a. Demonstrate through verbal and
nonverbal behavior cooperation with
peers of different backgrounds
Assessment Schedule
From CDE Standards document by grade level
b. Consider the consequences of various

choices, and make a responsible
decision when confronted with
negative peer pressure
2. Demonstrate inclusiveness in and out of classroom settings
a. Seek out participation with, and
show respect for a peer with varying
skill ability
b. Participate in group cooperation
games and adventure activities to
encourage team building and fun
What students should know and be able to do by the end of

grade level
Measurability?
c. Make decisions to modify a game to

allow all members to participate
d. Recognize the role of physical
activity in getting to know and
understand others of similar and
different backgrounds
Standard
3: Emotional and Social Wellness in PE
Assessment Task/Tool
What you are going to do?
Motor skill evaluation
Journal entry
How you are going to measure the outcome?

Checklist
Holistic Rubric
Standard
Standard
Seventh Grade
Assessment
Criterion
Tool
skill ability
Assessment Schedule
Seventh Grade
Assessment
Criterion
Tool
skill ability
Assessment Schedule
Standard
Seventh Grade
Assessment
Criterion
Tool
Assessment Schedule

skill ability
Criterion
Levels of performance
What does it mean to be proficient?
Establish a passing score
Must be specific and measurable
Ex: Encouragement

Assessment Schedule
Review curriculum for the year
Where do SLOs fit?
Prioritize SLOs
Determine when/where to assess SLOs
Grade Level Group

Work

12/3/2014
Take Home Messages
You have the assessment results.

Now what?
Take-Home Messages
Self-evaluation/reflection
Assessment is vital for both accountability and learning
Student Progress Identification

Reports to students
Reports to administration, state-level
Reports to parents (report cards, progress reports)
Newsletters home
Sharing accomplishments with community
It is the only systematic way to determine if standards (SLOs) are

being met and if the purpose of PE is being fulfilled
Using an Assessment Planning Calendar is an organized way to
accomplish this monumental task
Try to incorporate a few assessments at a time. Dont overwhelm
yourself.
Share your assessment results (aka accomplishment of SLOs)
with students, parents, teachers, administrators, and community
members!
Use assessment data to drive improvements in your practice!
Presenter Contact Information

Brian Dauenhauer
Brian.dauenhauer@unco.edu
Jennifer Krause
Jennifer.krause@unco.edu
Assessment Example
Second Grade
Colorado Physical Education Outcomes Assessed:
2.1.2e Demonstrate static and dynamic balance on lines or low beams and benches
(psychomotor)
2.1.3d Identify brain-healthy foods (cognitive)
2.2.2b Identify healthy food choices to fuel the body (cognitive)
2.3.1c Encourage others by using verbal and nonverbal communication (affective)
Equipment Requirements:
5 low-level balance beams (substitute with benches, jump ropes, or lines)
Healthy and unhealthy food cutouts (two colors of paper)
Answer keys for each color
5 posters or pictures of a human body
Repositionable adhesive spray
Assessment Tools:
Peer-Assessment Sheet (Healthy Foods)
Self-Assessment Sheet (Balance)
Teacher Tally Sheet (Encouragement)
Preparation:
1. Set up 5 balance beams perpendicular to the wall spaced at least 10 feet apart from one another
2. Hang a poster of a human body on the wall at the end of each balance beam at approximately
waist level
3. Spray the poster with repositionable adhesive spray prior to the activity
4. Place two piles of food cutouts at the other end of the balance beam (each pile should be a
different color paper and should include examples of both healthy and unhealthy foods)
Posters of
Human Body
Balance Beams
10 feet
Piles of Food
Cutouts
Dauenhauer, 2014
Description of the Assessment Task:

Review:
1. Review the cues for balancing
a. Tight muscles, extended arms, smooth transitions
2. Review the characteristics of healthy foods
a. Healthy foods are low in sugar, salt, and fat
3. Review verbal and nonverbal forms of encouragement
a. Verbal- You can do it, Dont give up, Nice try
b. Nonverbal- clapping, pat of the back, thumbs up
Task:
4. In pairs, have students take turns selecting a healthy food from their designated pile
5. Once a food is selected, students are to walk to the other side of the balance beam, balance on
one foot, and stick the food cutout onto the poster of the human body
6. Students then return to the beginning of the balance beam and let their partner have a turn
7. Partners will observe each others food selections and use the Peer-Assessment Sheet to record
whether or not a healthy food was selected each trial
8. After each turn, have students self-evaluate their dynamic and static balancing skills using the
Self-Assessment Sheet
9. During closure, ask students to share examples of how their partners encouraged them during
the task
a. Use the Teacher Tally Sheet to keep track of who has encouraged their peers
throughout the unit
Dauenhauer, 2014
Peer Assessment (Form A)

Healthy Foods for Your Body
Instructions: Each time your partner chooses a food to stick on to the human body, determine if the food is healthier or less
healthy using the list on the back. Write the name of the food that was selected in the chart below and check the healthier
or less healthy box. After five trials, give your partner a total score at the bottom of the sheet and discuss your answers.
Students Name: _______________________
Assessors Name:__________________________ Date:___________
Trial #1
Trial #2
Trial #3
Trial #4
Trial #5
Healthier
Less Healthy
Healthier
Less Healthy
Healthier
Less Healthy
Healthier
Less Healthy
Healthier
Less Healthy
Name of
Food
Healthier
or
Less Healthy?
Total Score: ______ /5

Dauenhauer, 2014
Food List (Form A)

Healthier Foods
Less Healthy Foods
BAKED CHICKEN
FISH
MILK
CHERRIES
BANANA
ORANGE
PEAR
LETTUCE
CELERY
MUSHROOM
PEAS
CORN
CHOCOLATE
LOLLIPOP
CAKE
HOT DOG
FRIED CHICKEN
BUTTER
COTTAGE CHEESE
CREAM
MUFFIN
Dauenhauer, 2014
Peer Assessment (Form B)

Healthy Foods for Your Body
Instructions: Each time your partner chooses a food to stick on to the human body, determine if the food is healthier or less
healthy using the list on the back. Write the name of the food that was selected in the chart below and check the healthier
or less healthy box. After five trials, give your partner a total score at the bottom of the sheet and discuss your answers.
Students Name: _______________________
Assessors Name:__________________________ Date:___________
Trial #1
Trial #2
Trial #3
Trial #4
Trial #5
Healthier
Less Healthy
Healthier
Less Healthy
Healthier
Less Healthy
Healthier
Less Healthy
Healthier
Less Healthy
Name of
Food
Healthier
or
Less Healthy?

Dauenhauer, 2014
Food List (Form B)

Healthier Foods
Less Healthy Foods
HAM
YOGURT
MILK
CHEESE
GRAPES
APPLE
LEMON
WHEAT BREAD
CARROTS
SWEET POTATO
BROCCOLI
MILKSHAKE
COOKIE
PIE
BREAD PUDDING
STEAK
RIBS
CREAM CHEESE
EGG NOG
BREAD STICKS
Dauenhauer, 2014
Self-Assessment
Balancing
Instructions:
Step 1Step 2Step 3Step 4Step 5Step 6-
Self-assessment:
Using the scoring system below, circle your level of balance on each trial.
Select a healthy food picture

Walk carefully across the balance beam toward the wall
Balance on one foot (make the letter T with your body)
Stick the healthy food onto the human body
Turn around and walk back across the balance beam
Complete the self-assessment below
Student Name: ____________________________________

1 = I fell off of the balance beam
Date: _______________
2 = I wobbled, but didnt fall off
Trial #1
Trial #2
3 = I was in complete control
Trial #3
Trial #4
Trial #5
Dynamic Balance
(While Walking)
Static Balance
(While on One Foot)
Dauenhauer, 2014
Teacher Tally Sheet

Encouragement
Instructions: Use this tally sheet to keep track of how many times students use verbal and
non-verbal forms of encouragement.
Student Name
EXAMPLE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Dauenhauer, 2014
III
Encouragement
Verbal
Non-Verbal
I
Assessment Example
Sixth Grade
6.1.1a Volley an object repeatedly with a partner, using the forearm pass (psychomotor)
6.1.3b Analyze and correct errors in movement patterns and provide and use feedback from a peer or
instructional technology (cognitive)
6.3.2a Establish and accomplish goals in both cooperative and competitive activities (affective)
Volleyballs (minimum of 1 for every 4 students)
Cones (minimum of 6 for every 8 students)
iPads with Coachs Eye App & Tripods with iPad mount (optional)
Volleying Goals Poster & Markers
Forearm Pass Cues Poster
Assessment Tools:
Forearm Pass Cues Checklist (Teacher)
Self-Analysis Checklist (Teacher)
Volleying Goals Poster (Student)
Coachs Eye App Video Analysis (Student)
Preparation:
1. Set up 4 stations for each group of 8:
Station 1: 4-person volley square
Station 2: 4-person volley square
Station 3: 2-person volley
Station 4: 2-person video analysis/recording
2. Hang Volley Goals poster next to the Volley Square on the wall
3. Hang Forearm Pass Cues Poster on the wall next to the video analysis station
Goals
Poster
Cues
Poster
iPad
iPad
Station 1
Krause, 2014
Station 2
Station 3
Station 4

Review:
1. Review the cues for the forearm pass:
a. Flat Contact Surface
b. Knees Bent
c. Ball contacts forearms above wrist
d. Transfer weight towards target (dont swing)
2. Review proper use of the iPads/Coachs Eye
3. Review goal setting and cooperation
Task:
4. Explain each station:
a. Station 1 & 2 Students cooperatively set a goal for the number of successful forearm passes
they can make as a group without dropping the ball and write it on the poster. Then, they
proceed to try to meet/exceed their goal. At the end of the station, they record the number
they accomplished on the poster.
b. Station 3 Students practice volleying (forearm pass) back and forth with their best form.
c. Station 4 Students first view their own Coachs Eye video and use the tools to analyze their
form (3 minutes max). They must address all 4 cues in their analysis. Then, they video record
the students volleying in station #3 for 20 seconds in a new video.
5. In pairs, have students begin at station #1-4.
6. Begin with approximately 1 minute for the first round to allow for the first filming event to occur.
7. Rotate stations every 3-4 minutes, giving students a 30 second warning before changing stations.
8. During closure, review the cues for the forearm pass and ask students to share their goal setting
accomplishments while referring to the poster.
Teacher Assessment:
9. After class, review the videos on the iPad.
10. Use the Cues Checklist to determine which cues students successfully demonstrated.
11. Use the Self-Analysis Checklist to determine whether or not students were accurate in their selfanalysis of the forearm pass.
12. Review the Goals Poster to determine whether or not students were able to establish and accomplish
goals as a class.
Krause, 2014
Teacher Tally Sheet

Volleyball Forearm Pass
Instructions: Use this tally sheet to keep track of students performance of the skill. If students perform the cue correctly, give them a score of 1. If
they perform it incorrectly, give a score of 0. In the pretest, view the Coachs Eye video analysis that was captured by students. For the post-test,
use this sheet to record students performance during authentic game play. View the Coachs Eye analysis that each student completed on his/her
own performance. Give a score of 1 if the student was correct in the self-analysis or a 0 if the student was incorrect.
Student
Name
Example
Krause, 2014
Flat Contact Surface

Pre
0
Post
1
Knees Bent
Pre
1
Post
1
Ball Contacts
Forearms above
wrists
Pre
Post
0
1
Follow through
toward target (no
swing)
Pre
Post
0
1
Student SelfEvaluation
1 = Correct
0 = Incorrect
Total Score
Pre
1
Post
4
Coachs Eye Application Instructions

Recording a Video
1.
Open the Coachs Eye App. Press the blue video camera button.
2.
Press the red button on the left when ready to record video. Press it again to stop recording.
Krause, 2014
Analyzing a Video (from http://blog.coachseye.com/create-an-analysis-video-apple/)

1. Tap a video in your local library.
2. Tap the Analyze button in the center of the video thumbnail.
Krause, 2014
3. Tap the red record button at the top of the screen. All of your audio commentary, slow motion video
scrubbing and drawing is now being captured.
4. When you are down with your video review press the stop button.
Krause, 2014
5. After you are finished capturing, you can immediately share the videos. When you are ready, tap Videos
to navigate back to your local video library.
6. A new analysis video will now appear at that the top of your video library.
Krause, 2014
Volley Goals
Instructions: Discuss as a group how many successful forearm passes without dropping the ball you would like to set as your goal
and record the number on the poster below. Then, at the end of the station, record the highest number of passes you completed as
a group without dropping the ball.
Group
Krause, 2014
Goal
Result
Forearm Pass
Flat Contact Surface
Knees Bent
Ball contacts forearms

above wrist
Transfer weight
toward target (dont swing)
Krause, 2014
Assessment Example
Second Grade- Locomotor Skills
2.1.1a. Demonstrate skipping, hopping, galloping, and sliding while transitioning on command.
2.1.1b. Demonstrate smooth transitions between sequential motor skills such as running into a
jump.
2.1.1c. Move using the concepts of space awareness and movement control to run, hop, and
skip in different ways in a large group without bumping into others or falling.
Hoops (one per student)
Assessment Tools:
Locomotor Skills Rubric (attached)
Preparation:
1. Have students spread out in general space sitting inside of a hoop
2. Identify boundaries on perimeter of gym away from walls and other obstacles
Review:
1. Review the cues for skipping, hopping, galloping, sliding, and leaping
a. Skipping- step-hop-step-hop, swing arms, lift knees
b. Hopping- right foot to right foot or left foot to left foot, bend knee on take-off and
landing, controlled take-off and landing
c. Galloping- Face forward, step together-step together, same foot stays forward
d. Sliding- Face sideways, step together-step together, same foot leads
e. Leaping- take off on one foot and land on the other, soft landings, smooth transitions
2. Have students practice locomotor skills in general space without hoops first
Task (Game- Automobiles):
3. Students imagine that their hoops are automobiles and use them to drive around the town
a. Students move through general space within the boundaries
4. The teacher is the police officer and watches for safe driving (i.e., no bumping into others or
falling)
5. Introduce three basic commands
a. Green light = GO (walk)
b. Yellow light = SLOW (slow walk)
c. Red Light = STOP
6. As game progresses, use red light command to stop students and teach new commands
a. Reverse = walk backwards (turn your head so you can see where you are going)
b. School Zone = skip and sing LA-la-la-la-LA-la-la
c. Flat Tire = hop on one foot
Dauenhauer, 2014
d. Pot hole = leap and continue walking

e. Highway = jogging or running based upon speed limit
7. Use rubric to assess students during the game
a. Assume all students are in the proficient category and use game time to identify
students that are not (either advanced, partially proficient, or in-progress)
Dauenhauer, 2014
2nd Grade Skills Performance Rubric Assessment

PSDPE Student Growth Assessment
Content Area: Physical Education
Grade: 2
Standard: 1. Movement Competence & Understanding.
Concept/ Skill: 1. Demonstrate the elements of movement in combination with a variety of locomotor skills.
Evidence Outcome: a. Demonstrate skipping, hopping, galloping, and sliding while transitioning on command.
b. Demonstrate smooth transitions between sequential motor skills such as running into a jump.
c. Move using the concepts of space awareness and movement control to run, hop, and skip in different ways in a large group without bumping
into others or falling.
Criterion
Locomotor Skills
(2.1.1a)
Transitions
(2.1.1a & b)
Space Awareness &

Body Control
(2.1.1c)
Dauenhauer, 2014
In Progress
1
Student rarely uses
cues while performing
locomotor skills
Partially Proficient
2
Student sometimes uses
locomotor skills
Student rarely
transitions on
command
Student stops in
between locomotor
skills
Student rarely moves
through general space
without bumping into
others or falling down
Student sometimes
transitions on command
Transitions have some
rough parts
Student sometimes
moves through general
space without bumping
to others or falling down
Proficient
3
Student consistently
uses cues while
performing locomotor
skills
Transitions are smooth
Advanced
4
Student always uses
locomotor skills
moves through general
space without bumping
into others or falling
down
Student always moves

through general space
without bumping into
others or falling down
Student always
Transitions are seamless
and require little
thought
2nd Grade Locomotor Skills Assessment

Recording Sheet
Student Name
Dauenhauer, 2014
Locomotor
Skills
Transitions
Space
Awareness &
Body Control
Average
ORIGINAL ASSESSMENT RUBRIC

Fitness Rubric for 6th and 8th
Content Area: Physical Education
Grade: 6th and 8th
Standard: (2) Physical and Personal Wellness
Concept: (3) Determine ones responsibility for developing skills, acquiring knowledge and achieving fitness.
Evidence Outcome: (b) Set realistic fitness goals, and strive to attain them through participation in activities of individual choosing.
7 Fitness Test Required Mile Run, PACER, Curl-Up test, Push-Up test, Trunk Lift test, Shoulder Flexibility test, and Back Saver Sit & Reach test
Criteria
4 = Advanced
Student will perform in 5 or more of the 7 fitness tests in the Healthy or Exceeds Fitness Zone
3 = Proficient
Student will perform 4 out of the 7 fitness tests in the Healthy or Exceeds Fitness Zone
Student will perform 2 or 3 of the 7 fitness tests in the Healthy or Exceeds Fitness Zone
1 = In-Progress
Student will perform 1 of the 7 fitness tests in the Healthy or Exceeds Fitness Zone
Score

Grade: 6th
Standard: 2 Physical and Personal Wellness
Concept: 2.1 Set personal goals for improving health related fitness.
Evidence Outcome: a. Compare individual fitness goals with research standards for good health.
b. Identify activities that will help improve cardio respiratory, muscular endurance, muscular strength, flexibility and body composition.
7 Fitness Test Required Mile Run, PACER, Curl-Up test, Push-Up test, Trunk Lift test, Shoulder Flexibility test, and Back Saver Sit & Reach test
Criteria
4 = Advanced
Student will perform in 5 or more of the 7 fitness tests in the Healthy or Exceeds Fitness Zone
3 = Proficient
Student will perform 4 out of the 7 fitness tests in the Healthy or Exceeds Fitness Zone
Student will perform 2 or 3 of the 7 fitness tests in the Healthy or Exceeds Fitness Zone
1 = In-Progress
Student will perform 1 of the 7 fitness tests in the Healthy or Exceeds Fitness Zone
Score
Revised Assessment Example

6th Grade
6.2.3b Set realistic fitness goals, and strive to attain them through participation in
activities of individual choosing.
6.2.1a Compare individual fitness goals with research standards for good health.
6.2.1b Identify activities that will help improve cardio respiratory, muscular endurance,
muscular strength, flexibility and body composition.
My Fitness Packet (1 per student)

Pencils or Computer
Assessment Tools:
My Fitness Goals and Log Scoring Rubric
Preparation:
1. Present/review the following topics:
a. Components of fitness
b. FitnessGram Tests and Healthy Fitness Zones
c. Goal Setting
2. Pre-test students with FitnessGram for baseline measures
Review:
Present/review the following topics:

o Components of fitness
o FitnessGram Tests and Healthy Fitness Zones
o Goal Setting
Task:
Ask students to use the My Fitness packet to complete the following:

o Define and explain the importance of each area of HRF
o Identify the associated FG test for each area of fitness
o List activities that could be associated with each area of fitness
o Set a personal goal for at least 3 FG test score and identify whether or not it is in the HFZ
for each student
o
o
Identify personal activities that each student can do to reach their goals and a
participation plan
Keep a weekly log (minimum of 2 weeks) on participation in selected activities
Teacher Assessment
Use the My Fitness Scoring Rubric to assess to determine the level of performance
demonstrated by each student.
Name: _____________________________________________
My Fitness Goals and Log
Part 1: Health Related Fitness
Directions: Define and identify a FitnessGram Test that measures each area of Health Related Fitness below. Then, list 3 activities that can help improve each
area of fitness.
Area of HealthRelated Fitness
Aerobic Capacity
Muscular Strength
Muscular Endurance
Flexibility
Body Composition
Definition & Importance
FitnessGram Test(s)
Activities related to Area
Name: _____________________________________________
Part II: My Fitness Goals
Directions: For at least three areas of fitness, set a realistic achievement goal for the associated FitnessGram Test. Then, identify at least one activity for each
area that YOU will participate in to attain your goals and a plan for how you will do this (where, when, how often, with whom, etc.)
Area of HealthRelated Fitness
Aerobic Capacity
Muscular Strength
Muscular Endurance
Flexibility
Body Composition
FitnessGram
Score Goal
In HFZ?
(yes or no)
Activities
Participation Plan
Include Frequency (times per week) and Time (how many minutes per
session)
Name: _____________________________________________
Part III: My Fitness Improvement Log
Directions: Record all of the physical activities that you complete from your fitness participation plan for each day of the week. Include the activity, the amount
(time, number, etc.) and comment on how you think it went, goals that you met, or struggles that you encountered.
Week:
Day
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Activities
Amount
(Time, Number,
etc.)
Comments
(thoughts, feelings, reactions, goals met)
My Fitness Goals and Log Scoring Rubric

In Progress
1
Criterion
Student will set fitness

Realistic Fitness Goals
goals in <2 areas of
(6.2.3b)
fitness
Identify Activities to
Improve Fitness
(6.2.1b)
Compare Individual
Goals with Research
Standards
(6.2.1a)
Student will identify

activities that will help
improve <2 areas of
fitness (cardio
respiratory, muscular
endurance, muscular
strength, flexibility, and
body composition)
Student will correctly

identify whether or not the
FG goal is in the HFZ in <2
areas of fitness
Partially Proficient
2
Proficient
3
Student will set realistic

fitness goals in 2 areas of
fitness

fitness goals in 3/5 areas
of fitness

activities that will help
improve 3-4 areas of
fitness (cardio
endurance, muscular
body composition)
Student will identify at

least one activity that will
more than one activity
help improve each of the
that could help improve
5 areas of fitness (cardio
each of the areas of
fitness (cardio
endurance, muscular
endurance, muscular
body composition)
body composition)

FG goal is in the HFZ in 2
areas of fitness

appropriate personal
activities to achieve in <2
activities to achieve in 2
areas of fitness
areas of fitness
Student will strive to
Strive to Attain
attain
personal
fitness
attain personal fitness
Fitness Goals through
goals by some
goals by regular
Participation in
Activities of Individual
participation (<3 days per
participation (2-3 days
Choosing
week) in individually
per week) in individually
(6.2.3b)
chosen activities as
evidenced by the fitness
log
log
Advanced
4
fitness goals in >3 areas

of fitness

FG goal is in the HFZ in 3/5
areas of fitness

FG goal is in the HFZ in >3
areas of fitness
Student will identify at

least one appropriate
personal activity to
achieve the HFZ in 3/5
areas of fitness
goals by regular
participation (4-5 days
log

more than one
activity to achieve the
HFZ in each of >3 areas of
fitness
goals by regular
participation (> 5 days
log
Assessment Plan Template

Colorado Physical Education Outcome(s) Assessed:
Description of Assessment Tools:
Preparation/Setup/Diagram:
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12/3/2014

Assessing Student Learning

Getting to know YOU

From Austin, Texas

Ph.D. Physical Education Teacher

Education, Univ. of Texas- Austin

Joys- Family, golf, traveling

ICEBREAKER- SUPER CHICKEN!

Super Chicken: Arms out front, like Superwoman/man

What is the purpose of physical education?

Sohow do you know that youre meeting the

Assessment & Evaluation!

The process of gathering evidence

Two Purposes of Assessment

2. Assessment for learning

The survival of PE in the schools depends on:

Designed to provide feedback

how well we define the purposes and outcomes of our

Formative assessment- small assessments throughout a unit of

Two Purposes of Assessment

Emphasize higher-order thinking and more complex learning

Characteristics of P-B Assessment

Characteristics of P-B Assessment

Articulate criteria in advance

Ex. Tennis: whether the serve landed in or out is

P-B Assessment Examples

Need for consistency among assessment tasks & rubrics

Good Instructional Alignment

Assessment Options for All Domains

Validity & Reliability of Assessments

Allows for direct observation of student work (application of

Teacher -- The teacher collects and analyzes all the

Degree to which a test or instrument measures what it

the degree to which a test or measure produces the

the degree to which different observers agree

0 = No basis for evaluation or not tested

The consistency of a given measurement from more than one observer or

We revised 2 assessments (2nd grade and 6th grade)

Added assessment tasks and revised rubric to increase

Score for the American Gymnast

Lets check them out!

From CDE Standards document by grade level

b. Consider the consequences of various

What students should know and be able to do by the end of

c. Make decisions to modify a game to

3: Emotional and Social Wellness in PE

How you are going to measure the outcome?

3: Emotional and Social Wellness in PE

Student Learning Outcomes

3: Emotional and Social Wellness in PE

3: Emotional and Social Wellness in PE

b. Consider the consequences of various

c. Make decisions to modify a game to

Grade Level Group

c. Make decisions to modify a game to

Take Home Messages

You have the assessment results.

Assessment is vital for both accountability and learning

Student Progress Identification

It is the only systematic way to determine if standards (SLOs) are

Presenter Contact Information

Description of the Assessment Task:

Assessors Name:________________ Date:_

Assessors Name:________________ Date:_