Curriculum and Assessment for PE and Health Education
Module 9 : Developing an Assessment Plan
Joy L. Acob
A. INTRODUCTION
Assessments are a necessary component in today’s world of education.
Teachers and students need to be able to demonstrate growth of student skills. Armed
with that premise, assessment and Physical Education really should not exist without each
other In today’s data-driven world, what better way to demonstrate students’ skills as well
as motivate and encourage lifelong movement goals; inspire activity; and ultimately
demonstrate improvement than to track the measurable progress of school children?
Think about it, students enter your PE class, and then are presented with a
series of challenges or “tests” to develop a foundational baseline, a baseline that is easily
trackable and presentable. Teachers then discuss with students individually where they
are at relative to the program or personal goals and then send them off on individual plans
and paths to improve their baseline scores and data. Every move they make in class from
then on is designed to help them improve their “fitness, fundamentals and fun” factors.
The journey begins!
Assessment of student academic achievement is the process of evaluating
whether students are learning what we say they are learning. More specifically,
assessment is the systematic collection, review, and use of information to increase
students' learning and development. Through a variety of measures, students are assessed
to determine whether or not they are achieving the learning outcomes that faculty have
determined for their courses and programs.
B. LESSON PROPER
Developing an Assessment Plan
An assessment plan
- is a document that outlines the student learning goals to be assessed during
the term, a brief description of the assessment methods including the
sources of data and intervals at which the data will be reviewed.
- These plans can also be used to outline which individuals will be
responsible for carrying out these tasks.
- refer to an activity that faculties or departments undertake at the beginning
of their assessment cycle timeframe, which is generally the academic year.
Steps in developing an Assessment Plan
There are several steps to follow in creating a new or improved assessment plan:
1. Examine the learning outcomes that have been outlined by the department for the
course or program to be assessed (these should be taken directly from the master
syllabus or program approval documents).
2. Determine if the outcomes are still meaningful and relevant to the course. If an
outcome is no longer relevant, consider revising or deleting it. Outcomes should
reflect the most important things that the student will know or be able to do after
completing the course.
3. Select your assessment tool(s): methods or instruments for gathering evidence to
show whether students have achieved the expected learning outcomes. Determine
if there are existing data sources or tools that may be used or if new tools must be
selected or developed. Consider embedded data already used for grading student
performance. Make sure that the tool aligns with the verb that begins the outcome.
Select those tools that seem most appropriate to the outcome and student
population being assessed.
4. Select the student population to be assessed (e.g. all students in all sections, random
sample of 50% of students in all sections, all sections in a 3 year period, etc.). Best
practices suggest that whenever possible, assessing all students in all sections will
provide the best data.
5. Specify procedures for analyzing and interpreting the evidence gathered in
assessment. Prior to administering assessments, create a scoring rubric or other
method of evaluating results. Locate the standard of success (e.g. 75% of students
will score 75% or higher on the outcome-related questions). Confirm that the
standard of success aligns with the rubric or assessment results. For example, if
using a 4 point rubric, student can achieve a score of 0 (0%) 1 (25%), 2 (50%), 3
(75%) or 4 (100%). It is not possible to score 70%.
6. Determine how the information that results from assessment can be used for decision
making, planning, and course/program evaluation and improvement. Develop means
whereby involved faculty can review the data, make recommendations for change
as appropriate, and incorporate such changes in master syllabus and the unit's
planning cycle. Be sure to share the assessment results with appropriate full- and
part-time faculty.
Choosing an Assessment Tool
Assessment tools should be selected based on their applicability to the learning outcomes
being assessed. In some cases, more than one tool may be used to assess an outcome.
Sample Assessment Methods
The following are just some of the potential assessment methods that might be used in
assessing student academic achievement in courses and/or programs. It is always
recommended that you choose the assessment method(s) that seem most appropriate for
the learning outcomes you wish to assess.
1. Externally evaluated job performance
- Evaluation of student competence, knowledge and skills by an employer in
and internship, coop, or job placement. Useful for program assessment in
occupational areas.
2. Externally evaluated performance or exhibit
- Useful in the visual and performing arts, a performance or exhibit that is
evaluated or judged by experts in the field other than the instructor for the
assessed course/program. The external evaluator may also be an instructor
at WCC who teaches a different course/section.
3. Outcome-related Questions on a Departmental exam
- A set of common exam questions, developed collaboratively by a
department used in all sections of a course. It may be part of a graded final
that is evaluated separately.
4. Portfolio
- A compilation of student work, such as projects, artwork or writing samples.
Work in a portfolio may demonstrate achievement of multiple learning
outcomes. May be in paper or electronic form, and may be used for course or
program assessment. Portfolios are generally evaluated using a rubric.
5. Capstone experience
- Project or activity in which students demonstrate achievement of
comprehensive learning outcomes that is usually completed at the end of a
course or program. In a program, there may be a capstone course that
includes the pertinent learning outcomes for the program.
6. External certification/licensure exam
- Exams developed by regional or national accrediting or licensing
organizations to evaluate students on specific skills usually related to an
occupational area, such as nursing or automotive technology. When
considering these exams, make sure that the data will be available at the
outcome level.
7. Pre- and post-test
- A test or other assessment activity that is administered to students both at
the beginning of a course or program and at the end, with the intention of
demonstrating improved knowledge or skill upon completion. This
assessment tool is only meaningful if students already have knowledge in
the content area and the course is designed to expand on that knowledge.
8. Skill Demonstration
- Students may be asked to demonstrate a skill they have learned. This might
include using a piece of equipment, giving a speech, or playing an
instrument. A skill demonstration might be assessed using a skills checklist
or rubric.
9. Standardized Test
- A test assessing academic achievement or knowledge in a specific academic
or vocational domain. Such tests are frequently objective and have scores
referencing the scores of a norm group, providing comparative data.
Standardized tests are generally commercial products and are useful in
many areas. A current example at WCC is the use of Cisco subject test in
computer science.
10. Surveys
- Surveys may be used to evaluate perceptions of student achievement in a
program. Surveys of graduates, employers, or advisory board members may
help determine if program outcomes relating to employment and skill
attainment have been met. Because surveys are indirect measures of
student academic achievement, they should be used in combination with
more direct measures.
Examples of Assessment Plan in Physical Education
with Measurable Outcome & Means of Assessment
Goal One: PARTICIPATION
Students will become involved in interactive environments that contribute to their
physical, mental and emotional well being.
a. LEARNING OBJECTIVES
Students will:
1. Attend and anticipate in the required number physical education classes
Measureable Outcome:
a. Students will pass 1 wellness course, a swimming course and 2 other physical
education courses to fulfill the general education requirement 2.5 of PE credits
for Physical Education before he/she graduates
Means of Assessment:
a. Presence in the classroom (attendance)
b. Positive activity and effort during the class (participation)
2. Show an improvement in physical health
Measureable Outcome:
a. Students can identify what constitutes an unhealthy level of fitness and a
healthy level of physical fitness.
b. Students can develop a plan of action to improve or maintain a health
enhancing level of physical fitness
c. Students will build muscle and reduce unnecessary body fat
d. Students will understand their current health compared to their ideal health
Means of Assessment:
a. Written Test
b. Development of personal fitness action plan
c. Oral feedback from student to instructor
d. Course reflection or daily log of thoughts, feelings and/or progress
3. Show an improvement in mental and emotional health
Measureable Outcome:
a. Students’ internal/intrinsic motivation to participate in various activities will
increase
b. Students will have decreased stress levels
c. Students will have increased self-confidence from accomplishing tasks
d. Students’ satisfaction with their quality of life on campus will increase.
Means of Assessment:
a. Students will be given Evaluation form. Extra questions will be added on
how the PE class affected students mental, physical, and emotional well being.
Goal Two: KNOWLEDGE
Students will develop knowledge of physical activity.
LEARNING OBJECTIVES
Students will:
1. Demonstrate competency in many movement forms and proficiency in a few
Measureable Outcome:
a. Students can demonstrate an appropriate skill progression to the instructor for
proper technique
b. Students will be able to recall and perform a task based on a verbal queue
c. Students will be able to assess the performance of peers
Means of Assessment:
a. Checklist/rubric of skills/skill progression and/or proper technique
b. Visual observation of skill or technique
c. Students will provide feedback (written and/or verbal of the performance of
another student).
2. Show understanding of rules, skills, techniques, strategies and safety for
particular activities
Measureable Outcome:
a. Students will be able to evaluate, critique and/or teach a skill to one another in
a logical, accurate and effective manner
b. Students will participate in class discussion with relevant contributions
c. Students will be able to answer questions which recall previously taught
information
d. Students will know which equipment should be used for a specific activity and
how to use it
e. Students will be able to perform activities properly and safely, without
feedback from instructor/referee, in an informal setting.
Means of Assessment:
a. Evaluated skill performance/demonstration/observation (rubric)
b. Observation/evaluation of participation in class discussion and activity.
c. Observation of dialogue/interaction during informal activity pertaining to
rules, skills techniques, strategies and safety
Goal Three: COMMUNICATION and SELF-EXPRESSION
Students will choose activities that improve communication, self-discovery
and self- expression.
LEARNING OBJECTIVES
Students will:
1. Demonstrate good sportsmanship
Measureable Outcome:
a. Students will exhibit responsible social behaviors during activities
b. Students will participate in activities out of the classroom
c. Students will encourage others to participate
d. Students will recognize opportunities to help peers learn/improve
e. Students will show a willingness to be part of a group (compromise/empathy
and respect for others)
f. Students will demonstrate an understanding and respect for physical and skill
level differences among peers.
Means of Assessment:
a. Student assessment of others in the class regarding sportsmanship/peer
evaluations
b. Visual observation by the instructor
c. Pre and Post survey of participation in extracurricular activities
2. Develop skills needed to effectively collaborate and communicate with others
Measureable Outcome:
a. Students will use good listening skills (pay attention to non-verbal cues, show
empathy, attentiveness, etc.)
b. Students will demonstrate an ability to view situations with objectivity and
perspective
c. Students will demonstrate conflict management skills (compromise,
collaboration, avoidance, etc.)
Means of Assessment:
a. Group Project
b. Peer evaluation of group dynamics/performance (use rubric)
c. Visual observation of desired/undesired skills during group work/performance
of skills
Goal Four: LIFETIME HABITS
Students will translate knowledge of physical activity into a lifetime of wellness and
fitness participation.
LEARNING OBJECTIVES
Students will:
1. Understand the relationships between the human body, physical activity and health
Measureable Outcome:
a. Students will develop attitudes pertaining to physical education as an important
component of personal development - physical, mental and emotional
b. Students will exhibit behaviors/actions that contribute to overall health
c. Students can articulate to others the relationship between the human body,
physical activity and health
d. Students will understand the effect that a change in physical health can have on
emotional and mental health (and vice-versa)
e. Students will develop decision making or self-management discipline in
sticking to regular physical activity
Means of Assessment:
a. Course reflection/diary
b. Written exam questions
c. Visual observation
2. Know where to look for resources to continue a healthy lifestyle
Measureable Outcome:
a. Students can identify specific websites and community resources
b. Students will know where and what kind of equipment to purchase for specific
activities
c. Students will know who to ask for help or more information
Means of Assessment:
a. Written exam or local resource assessment
b. Group projects
C. REFERENCES
Physical Education Student Learning Assessment Plan
December 2009 https://global.wells.edu/ICS/icsfs/PE09rpt.htm?
target=27128825-fa01-4d17-8391-7f3b6ab0dd44
Assessment
https://www.wccnet.edu/mywcc/faculty-staff/curriculum/assessment/types.php
