Methods of assessment in physical education
Name
DPSY 8573 - Child and Adolescent Health
2022
Introduction
Assessments are a part of physical education daily life. But most teachers struggle to find enough
time to analyze their curriculum and develop assessment to track students learning, enter
alimentary physical education, a practical guide, second edition; this guide is designed to make
assessment process not only easier but also manageable. Assessment becomes not a burden to a
teacher but built an essential teaching tool that assists students in learning what they need to
learn. This book in its original publication has teaching in elementary physical education, help
teachers to plan and implement school or district wide curriculum basis on the latest NASPE
(national association for sport and physical education) 2004.create their own assessment tool,
understand develop, and use alternative methods of assessment .programs effectiveness and
student progress towards understanding of an acquisition of movement and fitness, concepts and
skills. Teachers using these guides will learn to manage day to day tasks.
Methods of assessment.
1. Skill and fitness assessment
Currently the most widely used assessment in PE is fitness test. most of this tested are students
score compared to a table of notes and given a rating this an example of quantitative for example
one can count how many times a student can rally a tennis ball against the per minute is also
quantitative test.
With more complex skills o r when students or when students are introduced to a new skill
learning often occurs merely slowly on performance of whole skills not as good measure of
performance And improvement in this instances its more use full to use qualitative type to tests
in qualitative test as the name suggests we are looking for changes in quality of skill .for example
for a junior beginner it will take a long time to be ready to rally a tennis ball against the wall for
one minute using the proper forehand technique assessing this students learning from a minute
rally test will not adequately indicate what a student had really learned another measure would
be to ask the students to demonstrate this part with the tennis ball, forehand while rallying
against the wall e.g. connect grip, sideways ,position ,head up)while the student might not be
ready to play this game of tennis, improvement will be invited for physical a measure of learning
effectiveness will become available.
In today’s lessons will be presented with some simple quantitative and qualitative methods for
assisting the learner, juggling and unit cycling skills. An example of a quantitative method would
be ton see if you can juggle continuously without stopping outside of a whole loop quantitative
method possessing a scar juggling will be to record. If you bare indeed tossing the curves with
your palms down, tossing the curves above opposite shoulder, cutting forward, and keeping a
smooth regularly contrast this situations in physical education has to no data other fitness scores
and cannot produce any valued of student learning in an era of program estimation PE teacher
are unwise to assume that they know their subjects e.g. maths, could never be replaced.
2) Cognitive assessment
There are many ways to assess student knowledge of key parts or motor skills in addition to
accuracy demonstrating them to a teacher or a peer, a student can communicate knowledge
cognitively in a variety of ways. This provides inclusion for the students who while
understanding the knows and whys of a concept of skill in physical educational as yet maybe
unable to demonstrate proficiently in performing them. Armed with the knowledge however the
student can become an independent learner and continues to refine his skills and are of content
outside physical education.
Here are couple of assessment school newspapers articles asks students to wor5k in groups of
twos, threes and even solo if they prefer and create article for the school news paper that
provides photographs that will be helpful in clarifying the instructions.
Assessment creates an evaluation for a motor skill in assessment. Students are asked to create a
form, checklist, rapric that they will use to asses the qualitative performance of a peer. Critical
components of motor skills will be included explaining the use of evaluation and support.
Benefits of cognitive assessment techniques
Students are creating and clarifying that our knowledge over motor skills the process of
assessment is instructional.
The process encourages the use of a wide variety of resources that might include the internet
video settings, print media, and the knowledge of experts to complete an assignment.
The product of assessment is protecting useful for others and having meaningful accomplishment
than a test
The assessment itself can provide an opportunity, disciplinary projects that can serve the to build
bridges between academic content.
Other ways of assessment
1. Create a 3 minute instruction about skill or concept
2. Write and illustrate a brochure about a skill or concept
3. Write a visual tape a message to your parents about what you learnt in a particular unit.
4. Create a pneumonic device to enumerate critical component of a skill.
5. Teach a skill or concept to a learner or less skilled or inexperienced students
6. Demonstrate a skill or concept sing visual aids to highlight information
7. Create your own game that teaches a skill, concept or strategy.
In this process is one of the benefits of this assessment technique; they are instructional
while at the same time indicating an understanding of content. While the use of
traditional written test is quick and familiar and often serves useful purposes. Other
assessment techniques can provide insights that an inaccessible from test scores. Because
of the varied formats of the assessment listed above students who are hindered
linguistically can select mode of communication that can enable them to communicate
her knowledge of physical education skills and concepts. In any case assessment such as
this have the potential to interpreted the progress of student learning as well as the
effectiveness of instructions and programs.
