{ using shape america physical education standards & outcomes to create a b2 assessment tool...

{

40th MN DAPE Conference; Sept. 24-25, 2015

Using SHAPE America Physical Education Standards & Outcomes to Create a B2

Assessment Tool

Rich Burke; DAPE teacher Mounds View Schools ([email protected])

Sue Tarr, PhD; DAPE program coordinator, MSU, Mankato ([email protected])


Part A: must have an identified disabling condition

Part B: 1: use of norm-referenced instrument to determine eligibility for DAPE; score 1.5 standard deviations below the mean (7th percentile) to qualify

OR

MN Rule 3525.1352 Review


2: use of at least 2 of the following to determine eligibility; be sure to document if development, achievement, and independence in school, home, AND community will allow student to be successful in general physical education (GPE)

MN Rule 3525.1352 (cont.)


Possible assessment instruments: Motor and skills checklists Informal tests Criterion-referenced measures Deficits in achievement related to defined curriculum Review of medical history/reports Interviews with parent(s) & staff Systematic observations Social, emotional, & behavioral assessments

MN Rule 3525.1352 (cont.)


The physically literate individual:1. Demonstrates competency in a variety of motor skills

and movement patterns.2. Applies knowledge of concepts, principles,

strategies, and tactics related to movement and performance.3. Demonstrates the knowledge and skills to achieve

and maintain a health-enhancing level of physical activity and fitness.

4. Exhibits responsible personal and social behavior that respects self and others.

5. Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

K-12 Physical Education Standards


Grade level outcomes are provided for EACH grade level K-8 for EACH standard. High school outcomes are divided into 2 levels; level 1 addressing minimal knowledge/skills to acquire for life and level 2 expands knowledge/skills from level 1.


Standard 1 Kindergarten

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

S1.E13ManipulativeUnderhand throw

Throws underhand with opposite foot forward. (S1.E13.K)

Throws underhand,demonstrating 2 ofthe 5 critical elements of a mature pattern. (S1.E13.1)

Throws underhand using a mature pattern.(S1.E13.2)

Throws underhand to a partner or target with reasonable accuracy.(S1.E13.3)

Applies skill. Throws underhand using a mature pattern in nondynamicenvironments (closed skills), withdifferent sizes and types of objects. (S1.E13.5a) Throws underhand to a large target with accuracy. (S1.E13.5b)


Outcome Example (see next slide)

Underhand Throw Critical Elements {Society or Health and Physical Educators. (2014). National standards & grade-level outcomes for k-12 physical education. Champaign, IL: Human Kinetics, p. 21, 28}

• face target in preparation for throwing action• arm back in preparation for action• step with opposite foot as throwing arm moves forward• release ball between knee and waist level• follow through to target


Student Names Critical Element #1 Critical Element #2 Critical Element #3 Critical Element #4 Critical Element #5 Total demonstrated

1.

Checklist Example Grade 1 (S1.E13.1)


Rubric Example (standard 1)

Outcome: Demonstrates the mature form of the forehand and backhand strokes with a short-handled implement in net games such as paddleball, pickleball, or short-handled racket tennis. (S1.M14.6)


Student Name ___________________

Rubric for Forehand/Backhand Stroke (Middle School)

Evaluation Areas: Target (3) Acceptable (2) Unacceptable (1)

Forehand stroke 1. Non-racket side faces the target. 2. Swing moves low to high (start low & follow through high). 3. Make contact with the ball when it is in line with the front foot. 4. Keep the racquet strings pointed where you want the ball to go.

1. Non-racket side faces the target. 2. Swing moves low to high (start low & follow through high). AND3. Make contact with the ball when it is in line with the front footOR4. Keep the racquet strings pointed where you want the ball to go.

Any two of the criteria listed in the Target category. Or less

Backhand stroke 1. The non-preferred hand is placed just above the preferred hand in the “shake hands” position.2. Turn sideways to target with racket side facing target. 3. Contact the ball even with the front foot. 4. Move the racquet low to high with the strings pointed toward the target area.

1. Turn sideways to target with racket side facing target.2. Move the racquet low to high with the strings pointed toward the target area.AND3. The non-preferred hand is placed just above the preferred hand in the “shake hands” position.OR 4. Contact the ball even with the front foot.

1. Any two of the criteria listed in the Target category. Or less

Total number of points:Grand total of points:


You MUST determine a scoring guide (the minimum score to pass this task) and collect data on numerous students in a grade level.

You MUST provide ample practice time for students to become competent movers! Quite often GPE/DAPE teachers spend too few practice sessions before assessing student learning and then they wonder why the student hasn’t learned the skill.

For additional assistance in creating tools, check out: Martin, C., Horton, M. L., and Tarr, S. J. (2015). Building assessment tools aligned with grade-level outcomes. Journal of Physical Education, Recreation, and Dance, 86: 7, 28-34, DOI: 10.1080/07303084.2015.1064713 (http://dx.doi.org/10.1080/07303084.2015.1064713)

http://dx.doi.org/10.1080/07303084.2015.1064713


National Standards & Outcomes for K-12 PE SHAPE America 2014

Out Spring 2016 PE Metrics for New Standards

{ using shape america physical education standards & outcomes to create a b2 assessment tool...

Documents