TEACHING/ASSESSING
HIGH SCHOOL STANDARD 1
October 29,
2012
San Diego Unified
School District
OUR JOURNEY TOWARDS
STANDARDS-BASED INSTRUCTION
Standards = destination
Curriculum = map
Environment = road conditions
Instruction = mode of transportation
Assessment = dashboard gauges (e.g., GPS)
3 OVERARCHING HIGH SCHOOL
STANDARDS
 Overarching Standard 1:
 Students demonstrate knowledge of and competency in motor skills,
movement patterns, and strategies needed to perform a variety of
physical activities.
 Overarching Standard 2:
 Students achieve a level of physical fitness for health and
performance while demonstrating knowledge of fitness concepts,
principles, and strategies.
 Overarching Standard 3:
 Students demonstrate knowledge of psychological and sociological
concepts, principles, and strategies that apply to the learning and
performance of physical activity.
T YPES OF ASSESSMENT
 Entry Level: Assessment to determine what students already
know at the beginning of a lesson or unit.
 Formative: Assessment FOR learning: ongoing, continuous,
information and feedback to both teacher and student about
progress toward learning of the content.
 Summative: Assessment OF student learning: occurs at the
end of an instructional sequence, tends to be more formal in
nature, and provides an evaluation of student learning of the
content.
STANDARDS-BASED
INSTRUCTIONAL DESIGN
 All planning and implementation begins with the CA Content
Standards for High School Physical Education.
 The academic content standards define the learning outcomes
for what students need to know and be able to do.
 The defined outcomes provide the basis for assessing student
learning.
 Using the academic content standards as a guide ensures that
all students in every school district in CA achieve the same
learning outcomes.
STANDARDS-BASED INSTRUCTION –
WHAT’S IN IT FOR ME?
 Ten reasons why should I teach/assess the CA content standards
 Improves student learning
 Gives me feedback about how effective I am as a teacher
 Increases the rigor of my class
 Diminishes off-task behavior
 Gives credence to my subject matter
 Keeps my students more engaged in the content
 Allows me to document student learning for students, parents,
and administration
 Increases accountability for students, teachers, and
administrators
 Decreases marginalization of physical education
 All students in CA receive a consistent high quality physical
education experience, regardless of which teacher they have or
which school they attend
REASON #11: IT’S THE LAW!
 We will be in compliance with the Categorical Program
Monitoring (CPM) audit, conducted by the California Department
of Education
 VII-PE 7. School districts that maintain a high school provide a course of
study in physical education to pupils in any of grades 9 -12, inclusive,
with a developmentally appropriate sequence of instruction, including
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
The effects of physical activity upon dynamic health;
Mechanics of body movement;
Aquatics;
Gymnastics and tumbling;
Individual and dual sports;
Rhythms and dance;
Team sports; and
Combatives (may include self defense).
(EC 33352[7])
IT’S THE LAW (CON’T.)
 VII-PE 2. Every high school student is evaluated on his or her progress
in each of the following areas:
(1) The effects of physical activity upon dynamic health;
(2) Mechanics of body movement;
(3) Aquatics;
(4) Gymnastics and tumbling;
(5) Individual and dual sports;
(6) Rhythms and dance;
(7) Team sports; and
(8) Combatives (may include self defense).
(5 CCR 10060)
BEGIN WITH THE END IN MIND!
Select standard
Determine evidence of learning
Select/create assessment tool
Plan instruction
Create learning opportunities
Deliver instruction
Assess student learning
Evaluate assessment data  move on or reteach
ASSESSING
OVERARCHING STANDARD ONE
5-STEP ASSESSMENT PROCESS
1.
2.
3.
4.
5.
Unpack/deconstruct the standard
Determine the evidence
Select or design the assessment tool/task
Determine the criteria for competence
Describe the levels of quality
HOW DO I UNPACK/DECONSTRUCT A
STANDARD?
 Underline the verb in the standard
“Why the verb?”, you ask? Well, the verb specifies the kind of
performance that will reveal the learning.
 Circle the level of proficiency (if present)
 Double underline the skill or content
UNPACKING THE 12
HS PERFORMANCE STANDARDS
 Let’s take a look at the 12 performance standards that
comprise overarching Standard 1 . Are the verbs asking
students to “do” or to “know” something with relation to the
content?
 With a partner, examine each of the verbs and decide if they
are “do” or “know” verbs.
 Discuss: What relevance does the verb have to assessment?
SO NOW WHAT?
 The VERB in each standard indicates WHAT the student needs
to do (e.g., perform, demonstrate, apply)
 The LEVEL of PROFICIENCY describes how well the student
needs to do it
 The SKILL or CONTENT describes the focus of the standard
STEP 1
Reveal all the content in the standard by deconstructing the
standard. Deconstructing the standard reveals the depth and
breadth of the content in each standard and provides the
foundation for knowing what learning should be assessed.
STEP 2
Determine the evidence students must generate to demonstrate
that they have learned the content.
STEP 3
Select or design the assessment tool or task that allows
students to demonstrate their learning.
STEP 4
Determine the criteria for competence.
STEP 5
Describe levels of quality.
LET’S LOOK AT AN EXAMPLE TOGETHER
 Turn to p. 178 in your Framework
 Take 5-10 minutes to look carefully at the example provided
for HS Course 2: Standard 1 .4
 Select a dif ferent performance standard from Course 1 to
deconstruct
 With a partner, work through the 5 -step assessment process
and be prepared to share your work
GRADING IN A
STANDARDS-BASED SYSTEM
The physical education grade is based on the individual’s
progress toward all the grade - or course-level standards.
Throughout the grading period students are required to generate
evidence of having met or exceeded the grade - or course-level
standards. As with other subject areas, grading in physical
education is based on the achievement of standards instead of
being based on dressing, ef fort, and participation. (See EC
Section 49066[c] in Appendix A .) The grade for citizenship,
behavior, or work habits is appropriate for reporting attendance,
participation, dressing, and ef fort.
CA Framework p. 188 -189
WHAT ARE MY STUDENTS LEARNING?
 Each day, your planning should be purposeful. Learning
experiences should not be selected at random. You
should be able to ask yourself this:
 What are my students learning today as a result of my
instruction?
 How will I know they learned? In other words, what
evidence will I have to demonstrate their learning?
“The work that kids produce is the most tangible
evidence we have of our effectiveness as teachers.
That work warrants our close scrutiny. ”
-- Ann Borthwick
“Probably the best way to implement assessment is to make it
continuous. In other words, to create some means by which
students are always aware of what they have already learned and
the remaining expectations. "Whoa," you say. "I don't have this
much time to spend on assessment. I won't have any time to
teach." Well folks, the not-so-secret truth is that if you aren't
assessing, you probably are not teaching! If we as teachers are not
aware of what our students already know and can do, how can we
possibly be confident that what we are teaching is what they need?
Fortunately, the task is not so daunting. Effective teachers are
always continuously assessing. These teachers watch how their
students are per forming and make adjustments to the lesson. The
big difference in what will be expected in the future is that
learning must be documented rather than exist in the teacher's
head.”
(Jef feries , S., Jef feries, T., & Mustain, W. "Why assess in PE?”)
INCREASING THE VALUE OF PHYSICAL
EDUCATION: THE ROLE OF ASSESSMENT
 How do I advocate for assessment back at my
site?
 Consider reading the following article with your
colleagues during site-based PD
 Douglas Collier (JOPERD, Volume 82, No. 7, Sept. 2011)
 Intro/A Commitment to Assess and Evaluate Learning
 Grading: Issues to Consider
 Embedding Assessment in Instruction/Summary
Engage in discussion
Philosophy has to change before practice can
change!
RELATED RESOURCES
 CA Physical Education Framework , 2009
 Standards-Based Assessment and Grading in Physical
Education: K-12 by Bonnie Mohnsen (2009)
 Teaching Cues for Spor t Skills (for Secondar y Students ) by
Hilda Fronske (2012)
 Increasing the Value of Physical Education: The Role of
Assessment by Douglas Collier (JOPERD, Volume 82, No. 7,
Sept., 2011)
 Why Assess in PE? by Stephen Jef feries, et al. (PE CENTRAL,
April 16, 1997)