ASSESSMENT IN

PHYSICAL EDUCATION
What, When, How?
 Assessment or Evaluation?
Assess = to sit beside
Systematically gathering evidence from a
variety of sources
Providing students with feedback for
improvement

(PE teachers are always assessing why?)

Evaluate = judgement
Judging quality of work based on
established criteria
Assigning a value to represent that
quality
The primary purpose of assessment and
evaluation is to improve student learning

(Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)

 What is Unique About PE?
Immediate skill demonstration
Large number of students
Expectations are combined within
and across strands
Assessment may be ongoing, multi-
activity or single activity
Exceptional students may need a
variety of alterations
PE involves PERFORMANCE
Based Assessments
Development & execution
e.g. performing a specific skill according
to given criteria

Process assessments
e.g. competitive game situation in which
numerous decisions and changes in
direction are made
 From the Curriculum to the Report
Card What is the Process?
Step #1. Understanding the Curriculum

Step #2. Collecting the evidence

Step #3. Recording the evidence of

student learning
Step #4. Evaluating making the judgement

Step #5. Completing the Provincial

Report Card
Step #1. The Ontario Curriculum
Curriculum Goal #1: Comprehension

Curriculum Goal #2: Commitment

Curriculum Goal #3: Capacity

 Goal #1: Comprehension
Students will develop an
understanding of the importance of
physical fitness, health and well-
being and the factors that contribute
to them.
 Goal #2: Commitment
Students will develop a personal
commitment to daily vigorous
physical activity and personal health
behaviours.
 Goal #3: Capacity
Students will develop the basic
movement skills they require to
participate in physical activities
throughout their lives.
STRANDS IN H & PE

Fundamental Active
Movement Skills Participation

Healthy
Living
 Active Participation
Physical Activity

Physical Fitness

Living Skills

Safety
Fundamental Movement Skills
Locomotion

Manipulation

Stability

(all integrating
movement principles
of relationships, space
awareness, effort,
body awareness)
 Healthy Living
Healthy Eating
Growth and
Development
Personal
Safety/Injury
Prevention
Substance Use and
Abuse
 Curriculum Expectations

Overall expectations

Specific expectations
 Achievement Levels
Level 1 below standard
Level 2 approaching standard
Level 3 Provincial standard
Level 4 achievement above standard
 Knowledge and Skills Categories
Understanding of Concepts
Movement Skills
Active Participation
Communication of Required Knowledge

These categories develop learning tasks and

assessment activities, inform parents of
the focus of assessment, and identify the
learning expectation as a knowledge or
skill
Step # 2: Collecting the Evidence
Sample Assessment strategies (what will
students be doing?):

Skill demonstration (PERFORMANCE)

Game play (PERFORMANCE)
Journal, quiz, test
Case study, debate, discussion
Fitness profile/log, graphic organizer
Conference
Project, presentation
Role play
Portfolio, contract
Written or verbal response
 Step #2: Collecting the Evidence
Sample assessment tools (what
instrument will the teacher/student
use to collect the evidence?):

Assessment scales (rubric)

Marking scheme
Target/wheel
Observation checklist
 Assessment Scale for Assessing
Fundamental Movement Skills
Specific Expectation: send an object
to a partner..
Model: What does volleying look like?
Level 1 rarely performs
Level 2 sometimes performs
Level 3 usually performs
Level 4 consistently performs
Designing Assessment Tasks
Focus on essential learnings (overall expectations), group
specific expectations

Determine the knowledge/skill category for each by

examining the verb

What evidence is required? use a variety of assessment

tasks to gather evidence

Provide students with clear targets, opportunities to meet

expectations

Use Achievement level descriptors as a guide for gathering

evidence
 Matching Assessment Tasks
Connect the learning expectations to
the Knowledge/skills categories and
the descriptors in the Achievement
levels in The Ontario Curriculum
(page 9)

Expectations content for learning

Achievement Levels how well the student

has achieved the expectations
Verbs Linked to Knowledge/Skills
Categories
Understanding of concepts:

identify, recognize, label, examine,

outline, distinguish, define, analyze,
relate, determine
Verbs Linked to Knowledge/Skills
Categories
Movement Skills:

dribble, throw, kick, send, pass,

balance, perform, dismount, jump,
move, travel, bounce, demonstrate,
combine, hit, stop, grip, hang, use
Verbs Linked to Knowledge/Skills
Categories
Communication of Required
Knowledge:

explain, describe, communicate,

discuss, present, suggest
Verb Linked to Knowledge/Skills
Categories
Active Participation

use, employ, apply, display, work,

follow, demonstrate, stay, assess,
participate, implement, improve,
maintain, adopt, provide, acquire,
incorporate, transfer, monitor
STEP #3: Recording the Evidence
create a separate recording chart for
each Knowledge/Skills category (e.g.
Understanding of Concepts,
Movement Skills, Active Participation,
Communication of required
knowledge)
OPHEA Documents provide lots of
great samples!
 Recording of Evidence Chart
Knowledge/Skills Category

Level criteria

Students names

Expectations

Topics/Units
 Step # 3 continued
Include descriptors (page 9)
Include expectations relating to that
category
Indicate the topics/units where
students have opportunities to
demonstrate their learning, but
REMEMBER.
 Step # 3 continued.
Some expectations may be demonstrated in a
variety of units (e.g. locomotion)

Units or topics will relate to the program you

develop (e.g. basketball, capture the flag, dodge
ball, etc.)

Some expectations will require year long

assessment (e.g. fair play, participation, etc.)

Some expectations will be most appropriately

addressed in only one topic or unit (e.g. healthy
eating)
 Step #3, continued
Transfer the evidence from the
assessment tools (rubrics, self, peer,
teacher, etc.) to the recording charts

Record the appropriate Achievement

level (1, 2, 3, 4)
Step # 4: Evaluating Making a
Judgement
This involves determining the
HIGHEST MOST CONSISTENT LEVEL
of achievement

A weighting factor should be

considered for each Knowledge/Skills
category, taking into consideration
QUANTITY, TIME, and QUALITY
 QUANTITY
Weighting based on the number of
expectations assessed within each
category (Active participation carries
the most expectations at all
elementary grade levels)
 TIME
Weighting based on the amount of
time spent throughout the term/year
for the student to demonstrate
learning expectation(s).
 QUALITY
Weighting based on tasks that
provide a richer indication of
students ability.
Step # 5: Completing the Provincial
Report Card
Letter or percentage grade

Anecdotal comment describing the

students strengths, weaknesses and
steps for improvement

Report on learning skills

The Provincial Report Cards

Elementary Report Card Grade 1-6

Elementary Report Card Grade 7-8

Secondary Report Card

 Learning Skills
Independent Work
Initiative E
Homework Completion
Use of information G
Cooperation with others
Conflict resolution S
Class participation
Problem solving N
Goal setting
 SECONDARY LEARNING SKILLS
Subject:______________________Grade:__________Reporting Period:__________

Learning Skill Works Teamwork Organization Work Initiative

Independently Habits/Homework
Date

Key: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement

Name:

8
 Entering the Grade
Translate the students highest most
consistent level from your recording
page

Translate that level into a letter or

percentage grade

View process as moving from 4 point

scale to 12 point scale
 Provincial Guide for Grading
Level 4 A+ 90-100
A 85-89
A- 80-84
Level 3 B+ 77-79
B 73-76
B- 70-72
Level 2 C+ 67-69
C 63-66
C- 60-62
Level 1 D+ 57-59
D 53-56
D- 50-52
R (Below 50) R Below 50
 Anecdotal Comments
Describe the students strengths and weaknesses
in relationship to the four Knowledge/skills
categories

Describe the students achievement rather than

simply listing the curriculum taught

Be clear, concise, and consistent with level of

achievement

Describe the next steps, giving concrete

suggestions for parent and student
 Source:
Getting Assessment Right: Health and
Physical Education Grades 1-8

By: Sue Amos and Susan Orchard

Data Based Directions

Quality Resources for Educators
www.databdirect.com
NOW YOU ARE READY.
TO ASSESS AND EVALUATE
HEALTH AND PE!!!!!

GOOD LUCK!