Assessment and Evaluation

Where Are You in All of This?

Teacher Self-Evaluation and Program Evaluation

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

Foundational Objectives

· Plan your program without reference to Foundational objectives and the curriculum guide.

· Select and work toward some Foundational objectives but neglect others.

· Design your curriculum objectives based upon each of the Foundational objectives and revisit these often.

The Shift to a Concept-Based Model

· Organize units and lessons according to activity/sport models (e.g., basketball, gymnastics units).

· Teach activities on a discrete unit basis year after year (e.g., volleyball in the fall of each year).

· Emphasize concepts and themes within traditional activity units

· Focus on conceptual learning within sport and activity units and revisit those in subsequent teaching/learning situations

· Organize units and lesson plans around dominant concepts

· Revisit concepts regularly in work with students in physical education and other subject areas

Concept-Based Teaching and Learning

· Teach for transfer of concepts within the limits of physical activity areas, e.g., throwing over arm in baseball, tennis and volleyball serve, javelin throw (near or narrow transfer).

· Ensure that your students know about the major concepts, but notice that they apply them infrequently and sporadically in AL, M, P-S-C.

· Teach for transfer of concepts across subject areas.

· Ensure that your students have a cognitive understanding of major concepts but place little emphasis on application.

· Teach for transfer into life situations, inter-culturally, and to the level of abstract understanding (far or broad transfer).

· Ensure that your students have a good understanding of and effectively apply conceptual understandings.

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

Core Curriculum Components and Initiatives: Common Essential Learnings (CELs)

· Base unit plans primarily upon teacher interest, preference and background.

· Include some foundational and learning objectives for the CELs in written unit plans but few if any learning experiences specifically designed to develop them ("unauthentic" inclusion according to the core curriculum guidelines).

· Assess outcomes not in accordance with the CELs.

· Employ learning objectives drawn from traditional physical education resources.

· Include the foundational and learning objectives in unit plans and are beginning to employ learning experiences that develop them.

· Assess the attainment of foundational and learning objectives to some degree.

· Consistently include foundational and learning objectives for the CELs in unit plans and consciously work towards achieving these.

· Consistently incorporate learning experiences in units and lessons that are in keeping with the specific development of the CELs ("authentic" inclusion according to core curriculum guidelines).

· Consistently assess the attainment of foundational and learning objectives in the program.

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

Core Curriculum Components and Initiatives: Resource-Based Learning

· Employ a traditional "bats and balls" only approach to physical education curriculum development and teaching.

· Include a range of teaching and learning resources in curriculum work, use predominantly teacher-centered resources.

· Use an approach to curriculum that involves students with all kinds of resources: print, film, video, computer software and databases, educational games and media production equipment.

· Offer student-centered approaches with opportunities to choose, explore and discover resources.

· Provide units that integrate resources with other subject area work.

· Teach students the processes needed to find, analyze and present concept information.

· Use a variety of resources in teaching physical education, which models for students that you are an active learner.

· Explore with students the use of broader community resources in the physical education program.

· Work to enhance library and resource collections pertaining to physical education.

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

Core Curriculum Components and Objectives: Adaptive Dimension

· Employ conventional challenges and tasks with students.

· Teach and organize in ways that group students on fitness and skill achievement.

· Exclude students with physical or other disabilities.

· Recognize and begin to employ different methods of instruction to meet individual student needs (e.g., some are auditory learners, some are visual, etc.).

· Use a variety of teaching materials to engage students.

· Organize activities on the basis of student needs and abilities.

· Allow students to work in the learning style that is most comfortable for them.

· Expand professional vocabulary to include all levels of performance; employ skill levels in activity work.

· Encourage alternative response patterns from students in classes and assignments.

· Allow ample time for progress between levels; use interactive approaches that ensure that all students take part in learning activities; include a wide range of physical activities and learning opportunities that have their origin in the special needs community (e.g., goal ball, wheelchair basketball, etc.).

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

Core Curriculum Components and Initiatives: Aboriginal and Multicultural Perspective

· Provide a curriculum that is ethnocentric in nature and that is based upon a western ethic of competition and achievement in conventional physical education activities.

· Include a variety of activities in the curriculum that are aboriginal in their origin and provide a continuing climate for welcoming students from other cultures.

· Utilize a variety of teaching/ learning strategies that build upon the knowledge, cultures, learning styles and strengths which Indian, Métis and other cultural groups possess.

· Select and adapt curriculum materials that focus on the positive images of Indian, Métis and other people .

· Include the study of historical and contemporary developments and issues.

· Evaluate all resource materials for racial and ethnic bias and work with students to develop such critical awareness.

· Integrate a multicultural perspective into all teaching units.

· Emphasize group work, cooperative rather than competitive activities and approaches.

· Invite native elders to work with students to preserve heritage, traditions and folkways.

Activity Areas

· Offer students a limited menu of activities in which games and sport predominate.

· Allow students to engage in these activities merely for enjoyment and release of energy without significant skill learning.

· Broaden your menu of activities to include educational games, gymnastics, dance and rhythmics, individual and dual activities and alternative environment activities in proportion to guide recommendations.

· Broaden your menu as indicated, allow for a significant amount of individual choice and decision making, adapt the proportion of time allotted to each area in accordance with needs and preferences and continually teach to refer back to the larger picture and key concepts associated with activities and the generalization of student learnings.

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

Learning Environments

· Provide learning experiences that afford the limited use of materials and resources (e.g., playing "California kickball," where only one ball is shared by a class of students).

· Provide access to physical education equipment and materials only in physical education classes.

· Conduct most of your classes in the confines of the gymnasium

· Regularly include learning experiences where students handle and manipulate a wide variety of equipment and materials on an individual, rather than small group basis.

· Allow ready access to equipment and materials before and after school and at recess and lunch time.

· Teach many of your classes outdoors on the school grounds and use existing play equipment in the gymnasium

· Search out and include a wide diversity of physical education and play materials and help children to create their own resources for use both in and out of school.

· Encourage and facilitate the use of physical education equipment and materials on a broad, reciprocal basis in cooperation with parent groups and other schools and community agencies.

· Work with students, parents and the community to provide a rich, outdoor learning environment at the school and regularly use these spaces in the achievement of foundational and learning objectives.

Instructional Approaches

· Use only direct teaching information processing, lecture, demonstration, drill and practice, and behavioural motivational techniques.

· Use the foregoing instructional strategies as needed but focus more on indirect teaching, interactive instruction and experiential learning.

· Use the foregoing instructional strategies with particular emphasis on those in the "emerging" category plus cooperative learning, case studies, contracts, independent study, and personal and social interaction models.

· Use a variety of approaches and teaching styles in keeping with student needs.

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

Student Responsibility

· Offer programs and activities where student responsibility is looked upon as "doing what the teacher says or asks".

· Apply beginning strategies for teaching personal and social responsibility which promote student empowerment, including awareness talks, levels in action, reflection time, individual decision making, instructor modeling, and counseling time (see Hellison (1985), Hellison 1995).

· Incorporate the beginning strategies and additional specific empowerment strategies that include a careful consideration of teacher-student interaction.

· Utilize the levels of personal and social responsibility approach in physical education and other subject areas.

Play Ethic

· Consider physical education to be essentially a utilitarian subject solely for the pursuit of measurable, performance outcomes and your program reflects this ethic.

· Include "new games", "cooperative games", play festival activities and other more free form activities in your curriculum which meet objectives found in the guide.

· Actively support and promote children's rights to play.

· Encourage children to express their views and seriously consider these views when providing play opportunities.

· Facilitate settings and occasions where children can create and recreate their own play environments and materials; promote the development of respect for others in children's play.

· Support and promote interactive play; model belief about play.

· Use "the play and recreation checklist" to monitor your work.

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

Modeling (By the Teacher)*

· Model behaviour and attributes that unintentionally intimidate or discourage students (e.g., "be like me" fitness and skill attitude, negative humour or sarcasm, inactive life style).

· Model responsible behaviour with students (i.e., keep your word, admit to mistakes, show consistency, be accepting, demonstrate active life style).

· Consistently demonstrate responsible behaviour in interaction with students and engage in serious dialogue and reflection with students about social responsibility for teachers as well as students.

· See works by Donald Hellison on personal and social responsibility

Time

#183; Allow other school programs and events to intrude upon physical education class time.

· Use physical education as a reward rather than a right.

· Allow physical education class time to be eroded so that students do not have physical education at certain times of the year, or so that recess is counted as instructional time, or classes are less than one half hour in length.

· Provide a scheduled, planned physical education program that meets the recommended time allotment of 150 minutes per week, but the time pattern is less than on a daily basis.

· Give students the opportunity to participate in scheduled, planned physical education classes throughout the year and meet core curriculum recommendations for 150 minutes per week in the subject on a daily basis.

· Ensure that students also have blocks of time where they are engaged in integrated studies programs in the out-of-doors.

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

Assessment and Evaluation

· Employ only traditional performance assessments such as fitness tests, skill tests and testing knowledge of rules and strategies exams.>

· Evaluate your physical education program in an ad hoc, unwritten manner.

· Use performance tasks, portfolio assignments and other measures that allow for a diversity of student interests and abilities.

· Evaluate the effectiveness of your curriculum against standardized program norms.

· Incorporate performance and portfolio tasks, student-designed assessment tools, and the use of "rubrics" in assessment.

· Employ assessment approaches that engage the three main areas of conceptual learning.

· Include peer and self-evaluation in assessments.

· Work with students, other teachers and administrators and parents to design curriculum evaluation approaches and incorporate the results of evaluation in ongoing program revision.

Professional Growth

· Rely solely upon the curriculum guide for the development plans and learning experiences for students.

· Employ the curriculum guide and recommended reference materials in planning and teaching.

· Use the guide and resources and take part in a balanced in-service program that includes physical education in the context of the new curriculum.

· As a part of your professional reading devote a fair share to physical education works.

· Actively network with other professionals about issues, ideas and progress, plan and evaluate units on a collegial basis with other staff members.

You may be "off-track" in your work with students if you:

Your curriculum work is likely "emerging" in terms of quality if you:

You are "on track" in your curriculum work if you:

The Physically Educated Person

· Have a view of students which emphasizes that they achieve skill, fitness and social responsibility objectives that are predetermined by the teacher and are convergent in nature.

· Have a developing picture of students as being physically educated if they set and achieve objectives which they have had a large part in formulating.

· Encourage and facilitate students in their work to become the kind of person they wish to become and to:

· exhibit a healthy life style

· achieve a health-enhancing level of physical fitness

· develop competency in many physical activities and proficiency in a few

· apply movement concepts and principles in their learning

· behave in personally and socially responsible ways

· understand and accept differences among people

· appreciate the benefits of physical activity.

Curriculum Change

· View physical education as peripheral rather than as a core curriculum subject.

· Keep physical education consistently low in the range of your curriculum priorities.

· Appreciate the importance of movement and learning through movement in the lives of children and consciously begin to change your curriculum to recognize these values.

· Embrace the notion of "quality daily physical education" not as a cliché but as a basic need and a reality in the holistic education of children; embark upon significant curriculum change to bring about needed physical education reform in your classes and in your school.

The Teacher's Role

· Feel your main responsibility is to teach skills and activities that are part of the dominant physical activity culture, or believe that your job is simply to let children play.

· Believe that it is your job to make students skillful and fit.

· Maintain that your work is to cause students to become skillful, active in life and personally and socially responsible and to guide them to see the important connections between concepts in physical education, other subject areas and life.

*You may be "off-track" in your work with students if you:*	*Your curriculum work is likely "emerging" in terms of quality if you:*	*You are "on track" in your curriculum work if you:*

Foundational Objectives
· Plan your program without reference to Foundational objectives and the curriculum guide.	· Select and work toward some Foundational objectives but neglect others.	· Design your curriculum objectives based upon each of the Foundational objectives and revisit these often.
The Shift to a Concept-Based Model
· Organize units and lessons according to activity/sport models (e.g., basketball, gymnastics units). · Teach activities on a discrete unit basis year after year (e.g., volleyball in the fall of each year).	· Emphasize concepts and themes within traditional activity units · Focus on conceptual learning within sport and activity units and revisit those in subsequent teaching/learning situations	· Organize units and lesson plans around dominant concepts · Revisit concepts regularly in work with students in physical education and other subject areas
Concept-Based Teaching and Learning
· Teach for transfer of concepts within the limits of physical activity areas, e.g., throwing over arm in baseball, tennis and volleyball serve, javelin throw (near or narrow transfer). · Ensure that your students know about the major concepts, but notice that they apply them infrequently and sporadically in AL, M, P-S-C.	· Teach for transfer of concepts across subject areas. · Ensure that your students have a cognitive understanding of major concepts but place little emphasis on application.	· Teach for transfer into life situations, inter-culturally, and to the level of abstract understanding (far or broad transfer). · Ensure that your students have a good understanding of and effectively apply conceptual understandings.


Core Curriculum Components and Initiatives: Aboriginal and Multicultural Perspective
· Provide a curriculum that is ethnocentric in nature and that is based upon a western ethic of competition and achievement in conventional physical education activities.	· Include a variety of activities in the curriculum that are aboriginal in their origin and provide a continuing climate for welcoming students from other cultures.	· Utilize a variety of teaching/ learning strategies that build upon the knowledge, cultures, learning styles and strengths which Indian, Métis and other cultural groups possess. · Select and adapt curriculum materials that focus on the positive images of Indian, Métis and other people . · Include the study of historical and contemporary developments and issues. · Evaluate all resource materials for racial and ethnic bias and work with students to develop such critical awareness. · Integrate a multicultural perspective into all teaching units. · Emphasize group work, cooperative rather than competitive activities and approaches. · Invite native elders to work with students to preserve heritage, traditions and folkways.
Activity Areas
· Offer students a limited menu of activities in which games and sport predominate. · Allow students to engage in these activities merely for enjoyment and release of energy without significant skill learning.	· Broaden your menu of activities to include educational games, gymnastics, dance and rhythmics, individual and dual activities and alternative environment activities in proportion to guide recommendations.	· Broaden your menu as indicated, allow for a significant amount of individual choice and decision making, adapt the proportion of time allotted to each area in accordance with needs and preferences and continually teach to refer back to the larger picture and key concepts associated with activities and the generalization of student learnings.


Learning Environments
· Provide learning experiences that afford the limited use of materials and resources (e.g., playing "California kickball," where only one ball is shared by a class of students). · Provide access to physical education equipment and materials only in physical education classes. · Conduct most of your classes in the confines of the gymnasium	· Regularly include learning experiences where students handle and manipulate a wide variety of equipment and materials on an individual, rather than small group basis. · Allow ready access to equipment and materials before and after school and at recess and lunch time. · Teach many of your classes outdoors on the school grounds and use existing play equipment in the gymnasium	· Search out and include a wide diversity of physical education and play materials and help children to create their own resources for use both in and out of school. · Encourage and facilitate the use of physical education equipment and materials on a broad, reciprocal basis in cooperation with parent groups and other schools and community agencies. · Work with students, parents and the community to provide a rich, outdoor learning environment at the school and regularly use these spaces in the achievement of foundational and learning objectives.
Instructional Approaches
· Use only direct teaching information processing, lecture, demonstration, drill and practice, and behavioural motivational techniques.	· Use the foregoing instructional strategies as needed but focus more on indirect teaching, interactive instruction and experiential learning.	· Use the foregoing instructional strategies with particular emphasis on those in the "emerging" category plus cooperative learning, case studies, contracts, independent study, and personal and social interaction models. · Use a variety of approaches and teaching styles in keeping with student needs.


Student Responsibility
· Offer programs and activities where student responsibility is looked upon as "doing what the teacher says or asks".	· Apply beginning strategies for teaching personal and social responsibility which promote student empowerment, including awareness talks, levels in action, reflection time, individual decision making, instructor modeling, and counseling time (see Hellison (1985), Hellison 1995).	· Incorporate the beginning strategies and additional specific empowerment strategies that include a careful consideration of teacher-student interaction. · Utilize the levels of personal and social responsibility approach in physical education and other subject areas.
Play Ethic
· Consider physical education to be essentially a utilitarian subject solely for the pursuit of measurable, performance outcomes and your program reflects this ethic.	· Include "new games", "cooperative games", play festival activities and other more free form activities in your curriculum which meet objectives found in the guide.	· Actively support and promote children's rights to play. · Encourage children to express their views and seriously consider these views when providing play opportunities. · Facilitate settings and occasions where children can create and recreate their own play environments and materials; promote the development of respect for others in children's play. · Support and promote interactive play; model belief about play. · Use "the play and recreation checklist" to monitor your work.


Modeling (By the Teacher)*
· Model behaviour and attributes that unintentionally intimidate or discourage students (e.g., "be like me" fitness and skill attitude, negative humour or sarcasm, inactive life style).	· Model responsible behaviour with students (i.e., keep your word, admit to mistakes, show consistency, be accepting, demonstrate active life style).	· Consistently demonstrate responsible behaviour in interaction with students and engage in serious dialogue and reflection with students about social responsibility for teachers as well as students.
· See works by Donald Hellison on personal and social responsibility
Time
#183; Allow other school programs and events to intrude upon physical education class time. · Use physical education as a reward rather than a right. · Allow physical education class time to be eroded so that students do not have physical education at certain times of the year, or so that recess is counted as instructional time, or classes are less than one half hour in length.	· Provide a scheduled, planned physical education program that meets the recommended time allotment of 150 minutes per week, but the time pattern is less than on a daily basis.	· Give students the opportunity to participate in scheduled, planned physical education classes throughout the year and meet core curriculum recommendations for 150 minutes per week in the subject on a daily basis. · Ensure that students also have blocks of time where they are engaged in integrated studies programs in the out-of-doors.

Assessment and Evaluation
· Employ only traditional performance assessments such as fitness tests, skill tests and testing knowledge of rules and strategies exams.> · Evaluate your physical education program in an ad hoc, unwritten manner.	· Use performance tasks, portfolio assignments and other measures that allow for a diversity of student interests and abilities. · Evaluate the effectiveness of your curriculum against standardized program norms.	· Incorporate performance and portfolio tasks, student-designed assessment tools, and the use of "rubrics" in assessment. · Employ assessment approaches that engage the three main areas of conceptual learning. · Include peer and self-evaluation in assessments. · Work with students, other teachers and administrators and parents to design curriculum evaluation approaches and incorporate the results of evaluation in ongoing program revision.
Professional Growth
· Rely solely upon the curriculum guide for the development plans and learning experiences for students.	· Employ the curriculum guide and recommended reference materials in planning and teaching.	· Use the guide and resources and take part in a balanced in-service program that includes physical education in the context of the new curriculum. · As a part of your professional reading devote a fair share to physical education works. · Actively network with other professionals about issues, ideas and progress, plan and evaluate units on a collegial basis with other staff members.

The Physically Educated Person
· Have a view of students which emphasizes that they achieve skill, fitness and social responsibility objectives that are predetermined by the teacher and are convergent in nature.	· Have a developing picture of students as being physically educated if they set and achieve objectives which they have had a large part in formulating.	· Encourage and facilitate students in their work to become the kind of person they wish to become and to: · exhibit a healthy life style · achieve a health-enhancing level of physical fitness · develop competency in many physical activities and proficiency in a few · apply movement concepts and principles in their learning · behave in personally and socially responsible ways · understand and accept differences among people · appreciate the benefits of physical activity.
Curriculum Change
· View physical education as peripheral rather than as a core curriculum subject. · Keep physical education consistently low in the range of your curriculum priorities.	· Appreciate the importance of movement and learning through movement in the lives of children and consciously begin to change your curriculum to recognize these values.	· Embrace the notion of "quality daily physical education" not as a cliché but as a basic need and a reality in the holistic education of children; embark upon significant curriculum change to bring about needed physical education reform in your classes and in your school.
The Teacher's Role
· Feel your main responsibility is to teach skills and activities that are part of the dominant physical activity culture, or believe that your job is simply to let children play.	· Believe that it is your job to make students skillful and fit.	· Maintain that your work is to cause students to become skillful, active in life and personally and socially responsible and to guide them to see the important connections between concepts in physical education, other subject areas and life.