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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.
How to Use This Book and Web Resource
Concept Mapping Exercise
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
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.