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Assessment in Physical Education

  • Overview
  • SHAPE America Appropriate Practices
  • Resources Used for this Page
  • Related Pages
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Assessment is an important part of the the learning experience and curriculum. Here are some of the purposes of assessment:
  • Opportunity for students to demonstrate what they know and are able to do.
  • Determine whether students are meeting the learning objectives.
  • Modify the curriculum and individualize instruction accordingly.
  • Identify students with special needs.
  • 2.1.1 Clear goals and objectives for student learning and performance are communicated to students, parents/ guardians and administrators. Students are held accountable for those expectations through various strategies (e.g., goal-setting, teacher monitoring, assessment and evaluation).
  • 4.1.1 Formative and summative assessments constitute ongoing and integral parts of the learning process for all students, including those with disabilities.
  • 4.2.1 Physical educators systematically teach and assess all domains, using a variety of assessment techniques.
  • 4.2.2 Assessments include clearly defined criteria that are articulated to students as part of instruction before the assessment.
  • 4.3.1 Physical educators use fitness assessment as part of the ongoing process of helping students understand, enjoy, improve and/or maintain their physical fitness and well-being.
  • 4.3.2 As part of an ongoing physical education program, students are prepared physically in each fitness component so that they can complete the assessments safely.
  • 4.4.1 Physical educators make every effort to create testing situations that are private, nonthreatening, educational and encouraging.
  • 4.4.2 Physical educators encourage students to avoid comparisons with others and, instead, use the results as a catalyst for personal improvement.
  • 4.5.1 Test results are shared privately with students and their parents/ guardians as a tool for developing personal goals and strategies.
  • 4.5.2 Teachers provide regular reports of student progress to students and parents/guardians, using a variety of continuous, formative evaluations and assessments.
  • 4.7.1 Data on student achievement are used to evaluate program effectiveness on a regular basis.
  • Allow students to practice the assessment as needed (especially fitness tests).
  • When appropriate, involve students in the assessment process (ie. self or partner evaluation) and give them choices on how they will be assessed.
  • Provide examples of past student work when appropriate (exemplars).
  • Assess students in authentic contexts when possible.
  • Children Moving: A Reflective Approach to Teaching Physical Education. Graham, G., Holt/Hale, S., & Parker, M. (2007).
  • Teaching Secondary Physical Education: Preparing Adolescents to Be Active for Life. Himberg, C., Hutchinson, G., & Roussell, J. (2003).
 
  • General Types of Assessments
  • Specific Types of Assessments
  • Authentic Assessments
  • Additional Information/Resources
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  • Continuous or Informal Assessment: Quick and easy assessments that are done continuously throughout a lesson (ie. checking for understanding).
  • Pre/Post Assessment: Assessments performed before and after a lesson/unit that allow students/teachers to see how much improvement has been made.
  • Formative Assessment: Formal assessment that is done to periodically assess student learning (ie. exit slip or peer assessment).
  • Summative Assessment: Formal assessment that is done at the end of the unit and assesses multiple student learning objectives (ie. student project).
  • ​Student Drawing
  • Student Display or Presentation
  • Student Routine or Create a Game/Skill/Etc.
  • Teacher Observation
Authentic assessments are holistic in nature and occur in real world contexts. For example, an authentic assessment example for passing a soccer ball could be: "Place students into pairs, with one student playing and the other observing. During a game-like scenario (multiple players and observers), have the observing students record the number of passes attempted by their partner, the success rate, and any observations about the quality (cues) of the passes." Characteristics of authentic assessment include:
  • Tasks are meaningful and often simulate real world scenarios.
  • Criteria for the assessment is provided to students ahead of time.
  • Assessment focuses on both the process and the product.
  • Learning occurs during the assessment.
  • Assessments focus on higher-order skills in multiple domains (psychomotor, cognitive, and affective).
  • The final product is something that can be showcased publicly.
 
EXAMPLES OF eACH tYPE OF aSSESSMENT
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ADDITIONAL EXAMPLES OF ASSESSMENTS
EXAMPLES OF AUTHENTIC ASSESSMENT FROM AN UNDERGRADUATE BALLROOM CLASS ​
At the end of a dance unit, students participate in a festive culminating event where they compete in various events.
Throughout the semester, students filmed their dances outside of class for their skills test.
EXAMPLEs OF AUTHENTIC ASSESSMENT FROM AN UNDERGRADUATE SELF DEFENSE CLASS
Throughout the semester, students choreographed various fight scenes using the skills they had learned and within a movie theme they chose. Below are two examples of the completed student projects, instructions for the assignment, and an alternative assignment example from an injured student who could not participate.
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