GRADING IN PHYSICAL

EDUCATION

GRADING What is it?

Summative process of collecting evidence to provide the learner, teacher, administration, parents, etc with information about student learning over a period of time

Should be made up of a series of measures related to all learning domains

Should be aligned with national, state, and district standards

Should be developmentally appropriate

GRADING What it isn’t:

A one shot dealBased on attendance, participation,

and dressing out onlyA random processEmbarrassingBased on fitness scores

REASONS SOME GIVE FOR NOT GRADING PE is not an academic subject Extremely time consuming PE teachers are unreliable in grading Grades can discourage children

REASONS TO GRADE Communicates information Accountability PE should have same status as other

subjects New assessment strategies improve

grading Grading keeps PE in educational

mainstream

ISSUES IN GRADING Objectives vs. Student

Responsibilities Process vs. Product Improvement vs. Achievement Potential vs. Performance Negative vs. Positive Systems Single vs. Multiple Sources Grading Emphasis of Domains

OBJECTIVES VS. STUDENT RESPONSIBILITIES

What is the difference? Should student responsibilities be graded? What are some examples of student

responsibilities that should not be graded? What are some examples of student

objectives that should be assessed and graded?

PROCESS VS. PRODUCT

What do we mean by process? What do we mean by product? What should we grade: process or

product?

NASPE suggests a combination of both that is developmentally appropriate

IMPROVEMENT VS. ACHIEVEMENT Improvement: how much a student

increases learning over a given period of time Issues with grading on improvement:

Pre and post test needed Ceiling effect

Achievement: a measure of what a student can do at a given moment in time Issues with grading on achievement:

One shot at grading

POTENTIAL VS. PERFORMANCE

Potential: your estimation of how a student will perform on an assessmentProblem:

Involves the halo effect Can lead to unreliable assessments

Performance: what the student actually does related to pre-established criteria

NEGATIVE VS. POSITIVE SYSTEMS

Negative grading system: everyone starts out with an A and loses points for improper skill, behavior, understandingPotential problems?Potential plusses?

Positive grading systems:Potential problems?Potential plusses?

SINGLE VS. MULTIPLE SOURCES

How do you know how many sources to use when grading? Objectives of the programStandardsDevelopmental level of students

The challenge is balancing issues of time and issues of fairness and alignmentThere is such a thing as too much

assessment There is usually more of a problem with too

little assessment

GRADING EMPHASIS OF DOMAINS

How do you establish a grading protocol? PhilosophyStandardsTime spent on objectivesDevelopmental level of students

How do you know if it is fair? Pilot test the system before using it formallyRegularly ask yourself if students seem to

be earning the grades you thought they would based upon observations

LET’S FIGURE SOME GRADES!Assignments: 25%

In Class Assignments 10% 45/50 9Unit Plan Project 10% 65/75 8.67IAI 5% 13/15 4.33

(22)Field Experience: 45%

Weekly Reflection Sheets 5% 50/60 4.17Lesson Plans 20% 87/100 17.4Teaching 20% 83/100 16.6

(37.7)Exams: 30%

Midterm 15% 38/55 10.36Final 15% 40/50 12

(22.36)

Final Grade: 82.53%

LET’S TRY ANOTHER ONE! Lesson Planning 30%

Lesson Plan 1 (5%) 75/100Lesson Plan 2 (10%)82/100Lesson Plan 3 (15%)87/100

Teaching 30%Teach 1 (5%) 82/100Teach 2 (10%)80/100Teach 3(15%) 90/100

Observations 10%ALT (5%) 15/20TSF (5%) 19/20

Examinations 30%Midterm (10%) 47/55Final (20%) 60/65Final Grade: 86%

ASSIGNMENT Develop a grading scheme for your

physical education class (10%) Include grade level taughtProgram philosophy (briefly)Percentages for each item Complete the calculations for 4 different

sets of gradesDue March 3rd in class. Be prepared to

discuss with the class.