We have found that most physical educators do not teach these strategies and are often frustrated when a team or individual players dominate activities. Power standard 1 supports helping students to develop their technical skills and their tactical understanding of sport and games.
With power standard 5, “I can play fairly,” we are assessing self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules, self-officiating, etiquette, cooperation and teamwork, ethical behavior, positive social interaction, and participation.
Learn how you can teach and assess multiple standards
The skills and knowledge that we teach in physical education are best learned as a whole or in conjunction with each other. Our brain thrives on relationships, including the relationships among the various areas of the brain and the connections among the various standards.
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As the use of standards-based assessment spreads in response to the increased emphasis on accountability, physical educators are faced with the task of demonstrating how their curricula and learning outcomes align with national, state, and district standards. Implementing assessments that align with each of these standards can be a real challenge.
Meeting Physical Education Standards Through Meaningful Assessment: Research-Based Strategies for Secondary Teachers will help you simplify this task. With practical, easy-to-implement strategies, this resource guides both experienced and novice secondary physical education teachers in assessing students to ensure they learn what is essential for leading vigorous, healthy, and active lives as adults.
Meeting Physical Education Standards Through Meaningful Assessment begins with a quick primer on the benefits of using standards-based assessment, helping you become familiar with current national standards as well as the importance of selecting effective assessment strategies. Next, you’ll learn about six power standards that are based on NASPE standards and detail clear objectives designed to encourage your students’ growth as physically educated individuals, such as fitness knowledge, self-motivation, and sportsmanship. Each power standard includes a corresponding kid-friendly objective that states the standard’s intent in easy-to-understand language so you can communicate to your students what you want them to achieve. Each standard also identifies learning targets that define what is necessary for achieving that standard. You’ll learn how to assess students on each of the power standards and how to plan physical education lessons that connect to each standard.
Next, you’ll discover how game-based assessments can help you evaluate students according to each standard in the psychomotor, cognitive, and affective domains. These active assessments also keep your students engaged and challenged and help you make the most of your instructional time. Finally, you’ll learn how to assess students on several standards simultaneously during activity and how to differentiate instruction.
Meeting Physical Education Standards Through Meaningful Assessment jump-starts your assessment overhaul with ready-to-use formative and summative assessments, including templates and answer keys for each form. All of these forms and templates are accessible online through the book’s accompanying web resource.
If you want to change your current assessment system and are looking for some help getting started, then this book is for you! Strengthen your assessment process, align your curriculum with physical education standards, and help your students on the path toward a lifetime of physical fitness with Meeting Physical Education Standards Through Meaningful Assessment.
Part I. Introduction to Standards-Based Assessment
Chapter 1. Getting Started With Standards-Based Assessment Chapter 2. Power Standards Chapter 3. Standards-Based Assessment Strategies
Part II. Using Power Standards
Chapter 4. Power Standard 1: I Can Move Correctly Chapter 5. Power Standard 2: I Can Train Myself and Others Chapter 6. Power Standard 3: I Participate Regularly Chapter 7. Power Standard 4: I Am Fit Chapter 8. Power Standard 5: I Play Fairly Chapter 9. Power Standard 6: I Value PE, Fitness, and Health
Part III. Getting More Out of Power Standards
Chapter 10. Assessing Multiple Standards Chapter 11. Assessment on the Run Chapter 12. Differentiated Instruction
About the Authors
Reference for secondary physical education teachers. Supplemental text
for undergraduate physical education teacher education courses in
methods, assessment, or curriculum and instruction.
Greg Bert, MA, is a physical education teacher at Black Hills
High School in Olympia, Washington, and an adjunct instructor in the
education department at Saint Martin’s University in Lacey, Washington.
He is a national board-certified teacher in physical education of early
adolescence and young adulthood. Bert has three decades of experience
teaching high school and middle school physical education as well as
community college and university physical education courses. Bert is a
member of the American Alliance for Health, Physical Education,
Recreation and Dance (AAHPERD); the National Association for Sport and
Physical Education (NASPE); and the Washington Alliance for Health,
Physical Education, Recreation and Dance (WAPHERD).
In 2011 Bert received the Meritorious Service Award from WAPHERD. He was
also named the NASPE Northwest Regional High School Physical Education
Teacher of the Year in 2007 and Washington State High School Physical
Education Teacher of the Year in 2004. Bert earned his MA in physical
education in 1987 from California State University at Los Angeles. He
holds a BA in physical education from the University of Southern
California at Los Angeles.
Bert resides in Olympia. In his free time he enjoys playing tennis,
fitness training, conducting physical education research, and spending
time with his family.
Lisa Summers, MA, teaches physical education at Black Hills High
School in Olympia, Washington. She has more than 15 years of experience
teaching physical education at the high school level.
Summers is a national board-certified teacher in physical education for
early adolescence and young adulthood. She earned a BA in physical
education from Western Washington University in Bellingham in 1996 and
an MA in education and assessment from the University of Washington at
Seattle in 2001.
In 2009 Summers received the National High School Physical Education
Teacher of the Year Award. She was also named the Washington State High
School Physical Education Teacher of the Year in 2007. She is a member
of the American Alliance for Health, Physical Education, Recreation and
Dance (AAHPERD); the National Association for Sport and Physical
Education (NASPE); and the Washington Alliance for Health, Physical
Education, Recreation and Dance (WAPHERD).
In her free time, Summers enjoys water skiing, playing soccer, and
running. She resides in Olympia.