Assessment and Evaluation in Physical Education
EEND-738

Focuses on developing the skills and knowledge necessary to effectively create and administer various forms of authentic assessment that will allow educators to assess standards-based practices in a K-12 physical education setting.  Candidates will gain the knowledge to structure engaging lessons, develop effective assessments, and collect data that will monitor student progress and growth as it relates to the Physical Education curriculum.

COLLEGE OF EDUCATION MISSION

The mission of the College of Education at the University of St. Francis is to prepare competent and caring educators who understand students, serve the community, and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will gain the knowledge to design developmentally appropriate student assessments and apply outcomes of assessments to modify instruction to enhance student learning and growth in a physical education classroom. 

Serving the Community

Candidates will develop an appreciation for physical activities to enhance overall health that can be shared with members of the community.

Finding Our Professional Selves

Candidates will strengthen their knowledge of physical education standards and curricular designs in order to create more effective and meaningful learning opportunities for students.

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

1. Candidates will design comprehensive assessments that align with national, state, and/or district standards.

• IPTS—1, 2, 3, 4, 5, 6, 7, 9                    
• InTASC-1, 2, 3, 4, 5, 6, 7, 8, 9, 10                         
• Initial PETE 1,2,3,4,5,6                         
• Advanced PETE 1,2,3

2. Candidates will create standards-based assessments that increase student engagement and monitors student growth.

• IPTS—1, 2, 3, 4, 5, 6, 7, 9                    
• InTASC-1, 2, 3, 4, 5, 6, 7, 8, 9, 10
• Initial PETE 1,2,3,4,5,6                         
• Advanced PETE 1,2,3

3. Candidates will develop peer-to-peer and teacher-to-student formal and informal assessments.

• IPTS---1, 2, 3, 4, 5, 6, 7, 9                     
• InTASC--1, 2, 3, 4, 5, 6, 9
• Initial PETE 1,2,3,4,5,6                         
• Advanced PETE 1,2,3

4. Candidates will apply an evaluation tool as a guideline for the development and implementation of assessment strategies.

• IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9                 
• InTASC-1, 2, 3, 4, 5, 6, 8, 9
• Initial PETE 1,2,3,4,5,6                         
• Advanced PETE 1,2,3

5. Candidates will create meaningful and authentic assessments.

• IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9                 
• InTASC-1, 2, 3, 4, 5, 6, 7, 8, 9, 10
• Initial PETE 1,2,3,4,5,6                         
• Advanced PETE 1,2,3

6. Candidates will explain the purpose and meaning behind the authentic assessments.

• IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9                 
• InTASC-1, 2, 3, 4, 5, 6, 7, 8, 9, 10
• Initial PETE 1,2,3,4,5,6                         
• Advanced PETE 1,2,3

7. Candidates will be able to design differentiated assessments to meet a variety of student abilities utilizing a modalities of instruction.

• IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9                 
• InTASC-1, 2, 3, 4, 5, 6, 7, 8, 9, 10
• Initial PETE 1,2,3,4,5,6                         
• Advanced PETE 1,2,3

8. Candidates will be able to evaluate the feasibility and effectiveness of administering common assessment techniques.

• IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9                 
• InTASC-1, 2, 3, 4, 5, 6, 7, 8, 9, 10
• Initial PETE 1,2,3,4,5,6                         
• Advanced PETE 1,2,3

Course Discussion Assignments

Candidates will respond to discussion and reflection prompts related to assessment and evaluation topics in K-12 physical education classroom settings.

• Course outcomes: 1,2,3,4,5,6,7,8, and 9
• Standards IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9; InTasc-1, 4, 5, 6, 7, 8, 9; Initial PETE 1,2,3,4,5,6; Advanced PETE 1,2,3

Current Assessment Practice in Physical Education

Candidates will reflect upon textbook reading selections and additional resources to evaluate assessment techniques and structures within physical education classes. 

• Course outcomes 1, 2, 6, 8
• Standards IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9; InTasc-1, 4, 5, 6, 7, 8, 9; Initial PETE 1,2,3,4,5,6; Advanced PETE 1,2,3

Creating Unit Goals and Assessment Library

Candidates will reflect on current assessment practices in physical education classes and start the creation of an assessment library.

• Course outcomes 1, 2, 3, 6, 7, 8
• Standards IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9; InTasc-1, 4, 5, 6, 7, 8, 9; Initial PETE 1,2,3,4,5,6; Advanced PETE 1,2,3

Unit Block Plan

Candidates will create one week of a unit block plan and develop a qualitative rubric for one of the skills included in the unit.

• Course outcomes 1, 6, 8
• Standards IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9; InTasc-1, 4, 5, 6, 7, 8, 9; Initial PETE 1,2,3,4,5,6; Advanced PETE 1,2,3

Fitnessgram Assessment Reflection

Candidates will reflect on the validity and feasibility of conducting the Fitnessgram assessment.

• Course outcomes 1, 6, 9
• Standards IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9; InTasc-1, 4, 5, 6, 7, 8, 9; Initial PETE 1,2,3,4,5,6; Advanced PETE 1,2,3

Peer-to-Peer Psychomotor Assessment

Candidates will create a psychomotor peer assessment.

• Course outcomes 1, 2, 3, 4, 5, 6 7, 8
• Standards IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9; InTasc-1, 4, 5, 6, 7, 8, 9; Initial PETE 1,2,3,4,5,6; Advanced PETE 1,2,3

Non-Traditional Cognitive Assessments

Candidates will create a non-traditional cognitive assessment for an identified area of physical education.  The assessment will provide detailed information concerning why the students are performing this assessment and what the assessment is evaluating. 

• Course outcomes 1, 2, 3, 4, 5, 7, 8
• Standards IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9; InTasc-1, 4, 5, 6, 7, 8, 9; Initial PETE 1,2,3,4,5,6; Advanced PETE 1,2,3

Affective Domain Assessment Data

Candidates will share ways they have taken the “abstractness” out of assessing students, by providing a short synopsis of assessment strategies that have been highly successful when assessing students in the affective domain.

• Course outcomes 1, 2, 3, 4, 7, 8
• Standards IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9; InTasc-1, 4, 5, 6, 7, 8, 9; Initial PETE 1,2,3,4,5,6; Advanced PETE 1,2,3

Portfolio Project

A collection of assessment related content will be compiled to show evidence of obtaining the knowledge and skills to make assessment and evaluation more effective and meaningful in the physical education classroom.

• Course outcomes 1, 2, 3, 4, 5, 6, 7, 8, 9
• Standards IPTS—1, 2, 3, 4, 5, 6, 7, 8, 9; InTasc-1, 4, 5, 6, 7, 8, 9; Initial PETE 1,2,3,4,5,6; Advanced PETE 1,2,3

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