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Excerpts
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Become a good assessor
Assessment has changed a great deal over the past several decades.
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Setting the criteria for student learning
Some teachers think that the criteria of an assessment should be determined after the skill is assessed.
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Learn qualities of a meaningful assessment
The best way to begin thinking about what makes a good assessment is to decide that the assessments you choose to use in your classes should be meaningful and purposeful to you and your students.
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Improve student learning with goal setting
When students use self- or peer assessment to improve their learning, the most important way to use the data is through goal setting.
Read More >
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©2013
Assessment-Driven Instruction in Physical Education With Web Resource
A Standards-Based Approach to Promoting and Documenting Learning
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Short Description
Assessment-Driven Instruction in Physical Education assists middle and high school physical education teachers and teacher candidates in learning to create, manage, and use assessments. Special practice tasks in the text and web resource help readers learn how to build individualized assessments. This resource provides a strong foundation in assessment concepts and guidance in using assessments to improve student learning and teacher effectiveness.
© 2013
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Paper
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Book 224 pages
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ISBN-13: 9781450419918
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For the savvy educator, assessment can be a powerful tool for informing teaching decisions, improving student learning, and helping students achieve learning standards. Learn how to make the most of assessment with Assessment-Driven Instruction in Physical Education. With this text and web resource, you’ll learn how to develop assessments and gather information that helps you monitor student progress, structure effective lessons, and make grading more accurate and systematic.
Assessment-Driven Instruction in Physical Education: A Standards-Based Approach to Promoting and Documenting Learningshows you how to use standards-based assessment to advance and support student learning in middle and high school physical education programs. In this text, authors Lund and Veal, both experienced physical education teachers and teacher educators, help readers not only understand assessment concepts and applications but also develop the skills to implement assessment.
Assessment-Driven Instruction in Physical Education can be used in a methods class, in an assessment class, or for in-service teacher education. It contains numerous examples of assessmentsand unique practice tasks that help teachers develop assessment skills. Current and future teachers can use these practice tasks to apply their knowledge to specific teaching situations and design their own assessments as they move through the text. Readers will also gain knowledge and strategies for assessing the psychomotor, cognitive, and affective domains based on current assessment research aligned with National Association for Sport and Physical Education (NASPE) standards.
To help those new to the assessment process, this text includes chapters on managing assessment, using data to improve learning, and using assessments to assign a fair grade—information not found in most texts on assessment and measurement. An accompanying web resource contains assessment-building practice tasks in a convenient downloadable format, offering an accessible and efficient way to develop knowledge and skills in assessment.
With Assessment-Driven Instruction in Physical Education, teacher candidates and current educators can solidify their knowledge of assessment concepts as they learn to design and use high-quality assessments. Assessment-Driven Instruction in Physical Education can help teachers make assessment a meaningful tool for informing instuctional choices, promoting student learning, and documenting learning.
Preface
How to Use This Book and Web Resource
Concept Mapping Exercise
Acknowledgments
Part I. Planning for Assessment
Chapter 1. An Introduction to Assessment
Chapter 2. Planning the Big Picture for Student Learning
Chapter 3. Focusing the Content of a Unit
Chapter 4. Writing Rubrics
Part II. Fine-Tuning Your Assessments
Chapter 5. Using Assessments Strategically
Chapter 6. Choosing Meaningful and Purposeful Assessments
Chapter 7. Writing Learning Outcomes
Chapter 8. Choosing and Designing Psychomotor Assessment Tools
Chapter 9. Creating Assessments for the Cognitive Domain
Chapter 10. Creating Assessments for the Affective Domain
Part III. Developing Assessment Skills
Chapter 11. Using Assessment Data
Chapter 12. Managing Assessment
Chapter 13. Using Assessment Data to Assign a Fair Grade
Chapter 14. Developing Your Plan to Become an Assessor
Glossary
References
Index
About the Authors
Reference for college and university instructors teaching courses covering methods and assessment in physical education teacher preparation (PETE) programs. Resource for physical education teachers.
Jacalyn Lea Lund, PhD, is a professor and chair in the department of kinesiology and health at Georgia State University in Atlanta. She taught for 16 years in public schools before entering the doctoral program at Ohio State University to prepare for a second career in teacher education. She received her PhD in 1990. Dr. Lund has presented on assessment at numerous workshops and has taught numerous classes on assessment in physical education. Dr. Lund has been a member of the National Association for Sport and Physical Education (NASPE) for more than 40 years. She was on the committee that developed the 1995 NASPE content standards for physical education and has served as NASPE president. In 2009 she received a Service Award from the National Association of Kinesiology and Physical Education in Higher Education and was inducted into the NASPE Hall of Fame in 2013. She loves spending time with her family, dancing, reading, and, as she puts it, “having her dogs take her for a walk.” Mary Lou Veal, EdD, began her teaching career as an elementary physical education teacher in Dallas, Texas. She taught physical education for 16 years in elementary, middle, and senior high schools and along the way she coached volleyball and track in addition to serving as a curriculum coordinator in Denton, Texas. Since receiving her EdD, she has taught in physical education teacher education programs at the University of Houston, the University of North Carolina at Greensboro, and at Middle Tennessee State University. Dr. Veal’s research has focused primarily on teachers’ assessment perceptions and practices. She is the coauthor of three books and numerous articles and book chapters. Dr. Veal served as president of the North Carolina Alliance for Coaching, Physical Education, Recreation and Dance and was a member of the 1995 NASPE Task Force to develop Teacher Education Standards. In her free time, Dr. Veal enjoys reading historical fiction, gardening, and genealogy. She serves as regent of the Captain William Lytle Chapter of the National Society of the Daughters of the American Revolution.
All ancillary materials for this text are FREE to course adopters and available online at www.HumanKinetics.com/AssessmentDrivenInstructioninPhysicalEducation.
Test Package. Includes a bank of true-or-false, fill-in-the-blank, essay and short-answer, and multiple-choice questions.
Instructor Guide. Includes sample course syllabi, sample lecture outlines, suggestions for class projects and student assignments, key points, references for the presentation package, laboratory experiences for case studies, and direct links to detailed sources on the Internet for every chapter in the text.
Presentation Package. Includes a comprehensive series of PowerPoint slides for each chapter. Learning objective slides present the major topics covered in each chapter, and text slides list key points. Select figures, photos, and tables represent the outstanding graphics found in the text. The presentation package has multiple slides that can be used directly with PowerPoint to print transparencies and slides or to make copies for distribution to students. Instructors can easily add, modify, or rearrange the order of the slides.
Image Bank. Includes figures, content photos, and tables from the text, organized by chapter. Instructors can insert images from the image bank into the blank PowerPoint template provided, or into their own presentations.
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