Too much assessment and not enough activity?

Assessment is a critical component of any physical education curriculum. Assessment is the process of collecting evidence on students’ performance which is measured against standards. Assessment data distinguishes if students have gained knowledge, skills, and attitudes as they relate to state and national standards (CDE, 1994). Standards-based assessment should be valid, reliable and objective. Results of assessment should focus on student's areas strength and areas in which they can improve. Assessments should happen throughout the unit as a way to determine students’ mastery of skill, progress, and effectiveness of the objectives designated by the teacher (Ong, 2009). For this reason, entry-level, progress-monitoring, and summative assessments should be administered (Ong, 2009). There are a variety of evaluation tools that a teacher can use: journals, portfolios, logs, tests, essay questions, reports, and projects. However, with all these assessments when do students get the chance just to play? Is it necessary for all students to progress or master a particular skill? Do all these evaluations take away from the fun of PE?

In my teaching, I have become overwhelmed with planning assessment, administering it and reporting results to the point where I just don’t do it. Also in the past, I have relied on grading dressing out, good attitude and behavior because those are fast and easy elements to grade. Recently, I moved to a student self-grading system as a means to handle assessing large classes of students. However, I feel this type of grading system seems to be less accurate and reliable. Something I have learned is that I need to communicate clearer learning criteria so students know expectations and can more accurately assess their mastery of skills. Regardless, I feel assessment takes time away from moving and playing, and I think that is a challenge we face. Should students spend time researching and writing a report or being active? I suppose we could assign homework but students already have so much after school, and I do not think PE homework would help in their motivation to stay active. I believe the challenge is to find a balance between assessing and reporting student achievement and keeping students active and enjoying physical activity.

References

Ong, F. (Ed.). (2009). Physical Education Framework for California Public Schools Kindergarten through Grade Twelve [PDF file]. Sacramento, CA: Department of Education. Retrieved from https://learning.fresno.edu/pluginfile.php/969767/mod_forum/intro/PE%20Framework.pdf