ohio department of education: physical education benchmark assessment steve mitchell, kent state...
TRANSCRIPT
OHIO DEPARTMENT OF OHIO DEPARTMENT OF EDUCATION: PHYSICAL EDUCATION: PHYSICAL
EDUCATION BENCHMARK EDUCATION BENCHMARK ASSESSMENTASSESSMENT
Steve Mitchell,Kent State University
Kevin LorsonWright State University
Lisa Henry,Ohio Department of Education
TODAY’S GOALS1. Overview of the assessment
process2. Review of Benchmark
Assessments3. Grade-band specific practice for
selected benchmark assessments4. Suggestions for practice and
development of the assessment scheme
THE ASSESSMENT PROCESS: BACKWARD DESIGN
Identify Learning
Outcomes
Determine acceptable evidence
Plan learning experiences & instruction
Ohio Standards
Activities
Assessments
OHIO PHYSICAL EDUCATION ACADEMIC CONTENT STANDARDS
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
3. Participates regularly in physical activity.4. Achieves and maintains a health-enhancing level of
physical fitness.5. Exhibits responsible personal and social behavior that
respects self and others in physical activity settings.6. Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
READING THE STANDARDS DOCUMENT
Standard K-2 3-5 6-8 9-12
Standard 1: Motor Skills & Movement Patterns
A: Locomotor & non-locomotor skills.
A: Combine locomotor and non-locomotor into movement patterns.
A: Movement skills and patterns in a variety of activities.
A: Combined movement skills and patterns in authentic settings.
B: Fundamental manipulative skills.
B: Fundamental manipulative skills in basic settings.
B: Specialized manipulative skills in a variety of settings.
B: Specialize manipulative skills in a variety of settings.
Standard 2:Knowledge of movement concepts, principles, strategies and tactics.
A: Knowledge of movement concepts.
A: Movement concepts and principles of movement.
A: Apply tactical concepts and performance principles.
A: Apply tactical concepts and performance principles in authentic settings.
B: Knowledge of critical elements.
B: Knowledge of critical elements.
B: Knowledge of critical elements & biomechanical principles.
B: Apply biomechanical principles.
Standard 3: Participates in physical activity
A: Engage in physical activity (PA) inside and outside of school.
A: Engage in PA inside and outside of school
A: Engage in PA inside and outside of school.
A: Engage in PA inside and outside of school.
B: Recall physical activities.
B: Self-monitor PA. B: Create & monitor a personal plan for PA.
B: Create & monitor a personal plan for PA.
Standard 4: Health-enhancing level of fitness.
A: Demonstrate health-related fitness
A: Demonstrate health-related fitness
A: Demonstrate health-related fitness
A: Demonstrate health-related fitness
B: Understand principles, components & practices.
B: Understand principles, components & practices.
B: Understand principles, components & practices.
B: Understand principles, components & practices.
Standard 5: Personal and social behavior
A: Follow safe procedures
A: Safety & personal responsibility
A: Safety & personal responsibility
A: Safety & Etiquette
B: Cooperation & consideration of others.
B: Cooperation & respect. B: Communicate and respect others
B: Communication and social responsibility.
Standard 6: Values physical activity
A: Enjoyment A: Self-challenge & enjoyment
A: Self-challenge & personal growth
A: Use PA to promote growth, goal setting & enjoyment.
B: Physical Activity promotes self-expression and social interaction
B: Appreciate physical activities
B: Select PA that promote self-expression and interaction
B: Pursue PA that promote self-expression & social interaction.
SENATE BILL 2101.Establish nutritional standards for certain foods and beverages
sold in schools
2.Inclusion of physical activity and nutrition as part of the health curriculum.
3.Newly hired physical education teachers to have a PE license.
4.Improves accountability for quality physical education by requiring the Ohio Department of Education to develop an indicator of student success in meeting the benchmarks contained in the PE content standards adopted by the state board of education.
5.Districts can opt-in to get children moving for 30 min each day (classroom, PE, before/after school activities).
6.BMI – send home confidential to parents (but districts can opt out)Informs public policy through state-wide BMI data.
7.Healthy Choices for Healthy Children Council
OHIO’S PHYSICAL EDUCATION BENCHMARK ASSESSMENTS
• Assessments developed for each grade band for each benchmark• “12” benchmark assessments for each grade band.• Assessments must be completed by the end of the benchmark.
• Collect assessment data and report to ODE.• Part of school’s report card, but not a high-stakes
achievement test.• NO WAIVERS for ASSESSMENTS• One of three states (SC, NY) with an assessment
system• Goal is to provide specific assessments, yet flexible
in when and where within the grade band to implement.
ODE ASSESSMENT UPDATE
• Beginning Fall 2012 districts will report student progress towards the achievement of benchmarks.
• Benchmarks are K-2, 3-5, 6-8, 9-12• Have to provide data in one of the grades, not
each grade• Ex – Assess students in Standard 1B in Grade 2
• Local districts decide best opportunity to assess student learning within each grade band.
• Data reporting process is under development• Report data by school, not by individual student
OHIO’S BENCHMARK ASSESSMENTLEVELS OF PERFORMANCE
• 3, 2, 1 system for each benchmark
• 3 = Advanced• 2 = Proficient• 1 = Limited• 0 = did not assess
Data tracking system?
Summary (school) rating for each benchmark.
EXAMPLE DATA RECORDING SYSTEM
Standard
1 2 3 4 5 6
STUDENTA B A B A B A B A B A B
John Smith
3 3 2 1 3 3 3 3 1 1 2 3
Jane Doe 3 2 3 3 3 3 3 3 3 3 1 2
Standard K-2 3-5 6-8 9-12
Standard 1: Motor Skills & Movement Patterns
A: Locomotor & non-locomotor skills.
A: Combine locomotor and non-locomotor into movement patterns.
A: Movement skills and patterns in a variety of activities.
A: Combined movement skills and patterns in authentic settings.
Locomotor Skills Assessment
Creative Movement Pattern
Locomotor Activity Skills or Movement routine
Skills & Patterns Assessment
B: Fundamental manipulative skills.
B: Fundamental manipulative skills in basic settings.
B: Specialized manipulative skills in a variety of settings.
B: Specialize manipulative skills in a variety of settings.
Manipulative Skills Assessment
Manipulative/Sport Skill Invasion, Net/Wall, Striking, Target Skill Assessments
Invasion, Net/Wall, Striking, Target Skill Assessments
Standard 2:Knowledge of movement concepts, principles, strategies and tactics.
A: Knowledge of movement concepts.
A: Movement concepts and principles of movement.
A: Apply tactical concepts and performance principles.
A: Apply tactical concepts and performance principles in authentic settings.
Movement concepts performance
Tactical Test Bank or Game Performance Assessment
Game Performance Assessment
Analytical Portfolio Tactics & Strategies
B: Knowledge of critical elements.
B: Knowledge of critical elements.
B: Knowledge of critical elements & biomechanical principles.
B: Apply biomechanical principles.
Critical Elements Test Bank
Skill Analysis & Practice Plan
Skill Analysis Analytical Portfolio Biomechanical & Practice
Standard 3: Participates in physical activity
A: Engage in physical activity (PA) inside and outside of school.
A: Engage in PA inside and outside of school
A: Engage in PA inside and outside of school.
A: Engage in PA inside and outside of school.
Physical Activity Recall Physical Activity Recall Physical Activity Recall Physical Activity Recall
B: Recall physical activities.
B: Self-monitor PA. B: Create & monitor a personal plan for PA.
B: Create & monitor a personal plan for PA.
Physical Activity Picture Log
Physical Activity Log Personal Physical Activity Plan
Personal Physical Activity Plan
Standard K-2 3-5 6-8 9-12
Standard 4: Health-enhancing level of fitness.
A: Demonstrate health-related fitness
A: Demonstrate health-related fitness
A: Demonstrate health-related fitness
A: Demonstrate health-related fitness
Fitness Performance Rubric
Criterion Referenced Fitness Test
Criterion Referenced Fitness Test
Criterion Referenced Fitness Test
B: Understand principles, components & practices.
B: Understand principles, components & practices.
B: Understand principles, components & practices.
B: Understand principles, components & practices.
Fitness Test Bank Fitness Test Bank Personal Fitness Plan Personal Fitness Plan
Standard 5: Personal and social behavior
A: Follow safe procedures A: Safety & personal responsibility
A: Safety & personal responsibility
A: Safety & Etiquette
Personal Responsibility Observation Assessment
Personal Responsibility Observation Assessment
Personal Responsibility Observation Assessment
Personal Responsibility Observation Assessment
B: Cooperation & consideration of others.
B: Cooperation & respect. B: Communicate and respect others
B: Communication and social responsibility.
Social Responsibility Observation Assessment
Social Responsibility Observation Assessment
Social Responsibility Observation Assessment
Social Responsibility Observation Assessment
Standard 6: Values physical activity
A: Enjoyment A: Self-challenge & enjoyment
A: Self-challenge & personal growth
A: Use PA to promote growth, goal setting & enjoyment.
Enjoyment Assessment Advocacy Physical Activity Advocacy Physical Activity Marketing
B: Physical Activity promotes self-expression and social interaction
B: Appreciate physical activities
B: Select PA that promote self-expression and interaction
B: Pursue PA that promote self-expression & social interaction.
Activity Identification Advocacy Physical Activity Advocacy Physical Activity Marketing Plan
Development of the Assessment Scheme
Develop the Assessment Timeline When (within the grade band) will each
benchmark be assessed? Which units of instruction will be used for which
grade band benchmark assessment? Which teachers will assess each benchmark? Who will collect the benchmark assessment
data? Who will collate the data for all 12 benchmarks?
Practice Start with your best class Practice on easier assessments first Develop “economical” data collection and
recording procedures
Final Task: Assessment TimelineThe critical task is to “map” the assessment timeline for each grade band over the course of
the entire school year by planning when each assessment will be completed and what content will be used for the assessment. Once completed this becomes the curriculum map
based on the Ohio PE Content Standards.
Weeks Standard Benchmark Content Assessment
1-2
3-4
5-6
Grade Band = 5