Assessment
Assessment
Introductory points:
Grading requires assessment.
Grading (too) often based solely on assessment
of attendance, dress and minimal involvement
in class activities.
Assessment
Introductory points:
Assessment defined as:
“Variety of tasks and settings where students
are given opportunities to demonstrate their
knowledge, skill understanding and
application of content in a context that allows
continued learning and growth”
(Siedentop & Tannehill, 2000)
Assessment
Introductory points: (cont’d.)

Assessment is more difficult in physical
education, given the lack of permanent
products.

Should focus on outcomes to be achieved in
performing techniques and tactics in class.

Physical education teachers have to balance
instructional and assessment functions.
Assessment
Authentic assessment
Sport Education offers more opportunities for
authentic assessment, because of:
 More time being available (longer seasons w. more games).

Teacher being less of a traffic cop (w. increased student
responsibilities).

Students’ perform in other roles (w. increased student
ownership in experiences).

Teachers know when they see good game play:
“You will know it when you see it”
Assessment
Planning a Workable Assessment System
Requires three main steps:
1.
Identify the outcomes to be exhibited
in context.
2.
Develop/use valid assessment tools.
3.
Use collected data to document student
achievement of outcomes
Assessment
Planning a Workable Assessment System
1.
Identify the outcomes to be exhibited
in context.
Key question to ask:
“What do you want to see from your
students by the end of a season?”
Assessment
Planning a Workable Assessment System
1.
Identify the outcomes to be exhibited in context
(cont’d.).
Examples of possible outcomes for students new to the model:

Goals related to knowledge about the key features of the
game/activity (e.g. rules, and history and traditions).

Goals related to competence in the performance of officiating
and scorekeeping roles that will be necessary depending
on the activity chosen.

Goals related to beginning performance in other team roles
(e.g., coach, manager, etc.).
Assessment
Planning a Workable Assessment System
1.
Identify the outcomes to be exhibited in context
(cont’d.).
Examples of possible outcomes for students new to the model:

Goals related to the use of rudimentary techniques and tactics
needed for the game/activity to be done well and enjoyed
by all participants.

Goals related to student understanding of and demonstration
of behavior that is consistent with the fair play behavior
system (see Chapter Seven).
Assessment
Planning a Workable Assessment System
1.
Identify the outcomes to be exhibited in context
(cont’d.).
Examples outcomes for students more experienced with the model:

More sophisticated game play performance, more complex
tactics and techniques.

Evidence of leadership through more assertive and
supportive performance in regular Sport Education
roles and responsible participation on committees
such as the sports board, a judiciary or rules committee.
Assessment
Planning a Workable Assessment System
1.
Identify the outcomes to be exhibited in context
(cont’d.).
Examples outcomes for students more experienced with the model:

A developed student capacity to examine issues
related to fair play and equity opportunities and to
show their valuing of these concepts in how they
treat teammates and opponents.
Assessment
1.
Identify the outcomes to be exhibited in context (cont’d.).
Assessment categories:

Mastery of Techniques
Together w. mastery of tactics, contributes
to “skilled play”.
Builds confidence in ability to play.
Emphasis should be on technical execution
(the “process”), not the outcome (the “product”)
Assessment
1.
Identify the outcomes to be exhibited in context (cont’d.).
Assessment categories:

Mastery of Tactics
Developing one’s ability to anticipate the flow and
action of the game/match (offensively & defensively).
General tactics: Field/court movement &
maintaining balanced coverage thereof.
Specific tactics: related to offensive and defensive
strategies.
Assessment
1.
Identify the outcomes to be exhibited in context (cont’d.).
Assessment categories:

Knowledge-related items
Includes one’s ability to correctly identify rules,
history, & traditions of the game/sport.
Understanding of the basic tactics across similar
games (i.e., invasion-, court/net-, target-,
striking/fielding games).
Fitness/conditioning dimensions of particular
Sports/activities.
Assessment
1.
Identify the outcomes to be exhibited in context (cont’d.).
Assessment categories:
 Knowledge/Skills for non-playing
roles
Knowing “how to” score, where to move & position
as referee, how to lead team practice or fitness
routine are all skills the need to be learned.
Performing these roles effectively is central to a
successful season.
Assessment
1.
Identify the outcomes to be exhibited in context (cont’d.).
Assessment categories:
 Developing & valuing Fair Play
Behavior
Fair Play goals:

Participate fully and responsibly.

Give your best.

Respect the rights & feelings of teammates &
opponents.

Be a good sport.

Be helpful and not harmful.
Assessment
1.
Identify the outcomes to be exhibited in context (cont’d.).
Assessment categories:
 Developing & valuing Fair Play
Behavior
Personal and social development is targeted through
fostering Fair Play.
Fair Play goals are central to Sport Education, and, thus,
should be a key part of assessment.
Build in accountability for exhibiting the full spectrum
of Fair Play behaviors!!
Assessment
Planning a Workable Assessment System
2.
Develop Assessment Tools
Assessment tools can come in the form of
checklists, rating scales, peer assessments, selfassessments, journals and/or event tasks
Assessment is integrated across the entire season.
Assessment
Planning a Workable Assessment System
3.
Document Student Outcomes
Use of “Team Portfolios” are one way in which
student achievement can be compiled over time.
In high school, grades can be based on students’
appropriate completion of tasks (incl. the various nonplaying roles; written tests w. passing criterion) .
Assessment
League Scoring System
Key question to ask:
How will you determine which team will earn
a season’s championship?? **
Multiple determinants:
Win-loss record
Fair Play performance
Duty Team performance
** Critical difference between
Community/School/Collegiate
Sport and Sport Education
Assessment
League Scoring System
Win-loss record
Match play ex. (i.e. head-to-head competition):
Win = 3 pts. or 2 pts.
Ties = 2 pts. or 1 pt.
Loss = 1 pt. or 0 pts.
Dual sports ex. (e.g., tennis or badminton):
Each match won = 1pt.
Assessment
League Scoring System
Fair Play performance
Should be featured prominently in the league
scoring system if you seek to develop such
behaviors.
Fair play points can be either awarded or
deducted.
Reaching a certain level of Fair Play can be set
as a criterion for being allowed to participate in
“play-off” competitions.
Assessment
League Scoring System
Duty Team/Organization performance
Should also be a key feature in the league scoring
system.
Use of “power ratings”. Teams are awarded
points daily for quick and efficient completion of
managerial tasks.
Assessment
League Scoring System
Sample scoring template
Tie points
(3/tie)
Fair play
(3/match)
Organization
(2/match)
Duty team
(5/match)
TOTAL
Team
Win
points
(5/win)
Eagles
25
6
30
20
25
106
Tigers
25
0
30
20
22
97
Devils
15
6
28
20
25
94
Scorpions
20
3
26
17
25
91
Rangers
30
0
20
16
23
89
Lions
15
3
28
18
24
88
Key Point:
Scoring system should be explained on the outset of the season,
public, and UP-TO-DATE at all times!!
Assessment
League Scoring System
Closing points
Assessment is central to good instruction.
Aim integrate assessment with daily instruction.
Try to avoid “assessment days”
Weave “informal assessments” throughout the lessons as
well (incl. during lesson closures).