ASSESSMENT IN GAMES TEACHING

APPROACHES

Stroot and Morton Study (1989)“Importance of Planning Criteria” Most Important

1. Activity Goals/Objectives

2. Activity Organization

3. Student Performance Level

Least Important1. Season of the year2. Evaluation of

Students3. Student Enjoyment

“Something I do not quite understand” – Lt. Colombo What do you believe is wrong about the

results of the survey?

Why would teachers rate the level of student performance as most important and evaluation of students as least important? Evaluation is time consuming But assessment still needs to be done

Main Issues Simplify assessment Build Assessment into the activities

Types of Assessment Formative

Helps you teach Leads back to goals

and objectives Built into the lessons

Summative Helps you grade

Types of Assessment Norm Referenced

Student vs. Student ACT/SAT

65% Does not help with

teaching

Criterion Referenced Student vs. Criterion Helps with teaching

Assessment Suggestions Always use formative

Use in a way that will enable you to generate grades

EX: Individualized programs with hierarchical objectives

Always use criterion/content referenced assessment Tells you what students can or can’t do EX: Content levels did the student reach levels

Assessment Suggestions Use simple forms of recording

Student Recording Take place at the end of the task “Quickly”

Sample student behavior to assure honesty and accuracy Built in spot checks

Generating a Grading System Build on unit objectives

Example Minimum Skill

Skill Checkout Analyze Skill

Skill analysis Quizzes Rules Strategies, Equipment, Safety

Multiple Choice Exam Concept Quizzes

Justification of the curriculum Planning and Instruction

Unit and Lesson Plans

Identifying Criteria Advantages and disadvantages

A. Performance Problem-Entry level differences

B. Improvement Problem-under achieve on early assessment

EX. Weight Training

C. Effort Problem-Effort is hard to assess

D. Conduct Problem-Is it related to the objective

Take Home Message We must assess in PE

Use Formative and Criterion assessment as much as possible

Make sure assessment is related to Unit Objectives

TYPES / FORMS OF ASSESSING/MENT?

TYPES OF ASSESSMENT 1. Quiz2. Observation3. Journal 4. …5. …6. …7. …8. …

FORMS OF ASSESSMENT1. R2. R3. C

FORMS OF ASSESSMENT1. RUBRIC2. RATING SCALE3. CHECKLIST

MAYBE ONE EACH PER UNIT? DO RUBRIC DEPENDENT ON WHICH HAS

PROMINENCE…

WHO CAN ASSESS?1. …2. …

WHAT TO ASSESS?1. …2. …3. …4. …

PSYCHOMOTOR ASSESSMENTS GAME PERFORMANCE ASSESSMENT

RUBRICS

COGNITIVE ASSESSMENTS QUIZZES ESPN REPORTER TASK SCENARIOS

REMEMBER… ALL WOULD NEED CHECKLIST, RATING

SCALE OR RUBRIC…

AFFECTIVE ASSESSMENTS

PHYSICAL ACTIVITY From Jones’ class:

1. …2. …3. …4. …5. …

WHAT ELSE WOULD YOU NEED TO DO? CREATE A…

TASK Go through assessment report and

amend it based upon WHAT you are going to assess;

your chosen FORM of assessment; name the TYPE of assessment and; state WHO will do it

QUESTIONS?