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Luke E. Kelly, Ph.D., CAPE University of Virginia

Tom Moran, CAPEJames Madison University

AAHPERD 2009Tampa, Florida

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The Need

The Challenge

A Possible Solution

Questions and Discussion

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What level do you currently teach at? Elementary Middle High School College/University

If you taught a lesson for 100 minutes, how many minutes would you spend on assessing?

Write the first three things that come to your mind when you hear the term “Assessment.”

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Teaching Level Application designed for both

Practicing teachersUniversity teacher trainers

Time spent on assessing Assessing viewed as an integrated part of teaching You need to continuously assess in order to teach

Feelings regarding assessment Love it, fun, easy, rewarding, enjoyment, self-

fulfilling, the key to my teaching, …… Hate it, time consuming, waste of time, impossible

to do in my setting, barely have enough time to teach …

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Part of the problem is terminology When I say “assessment”

I am thinking curriculum embedded, on-going, formative, qualitative, criterion-referenced, observations that are an integrated part of the teaching process

You may hear a mandated, time consuming process, that does not help your instruction, is hated by the students, and that wastes lots of your limited instructional time and primarily focuses on only one component of physical education – fitness.

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Assessment is the process used by teachers to make informed decisions about what to teach, when to teach it, and how to teach it so that it is learned by ALL students.

Assessment is also the process by which students learn – informs them what components of a skill they can and cannot currently perform.

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GENERAL SPECIFIC

Assessing Testing Evaluating Accountability

IDEA NCLB SOLs

Norm-referenced Standardized Quantitative Product oriented Summative

Criterion-referenced Qualitative Process oriented Formative

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How are motor skills traditionally taught without assessment?

Throwing example: Demonstrate the throw Emphasize why this skill is important Engage the class in an active activity involving

throwing Move around the class and give feedback as

needed Conclude with a group activity that uses throwing Encourage the students to practice outside of

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What do I need to do to learn this skill? Observe the teacher’s demonstration Task analyze the skill I observe down into its key

components Self assess myself to determine which of these

components I can already perform and which ones I still need to learn

Prioritize the components I need to learn, so I know what to concentrate on first

Figure out how to fix my performance on that component

Practice the new behavior during the class activities Show the teacher when I think I have it

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How can we work together with our students to maximize their learning? Teach them the components Assess them and let them know:

What components they can already doWhat components still need some workWhich component(s) they should focus on

Teach them how they can self-assess themselves

Plan and implement instructional activities that:Focus on specific components of the skillProvide immediate feedback

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The problem is not: Planning instruction Creating fun and challenging activities Class management

The problem is assessing competency Teachers are not being trained to competency on how to

qualitatively assess Teachers subsequently are not successful at qualitative

assessment when they teach, so that do not do it. Ability to qualitatively assess motor skills is an essential skill

for physical educators (Barret, 1979; Brown, 1982; Hoffman, 1977; Horvat, Block, & Kelly, 2007; Kelly & Melograno, 2004); Lewko, 1976; Lounsbery & Coker, 2008; Thomas & Thomas, 1983; Werder & Kalakina, 1985; Wessel & Kelly, 1986)

Physical educators are not competent in qualitative assessment (Behets, 1996; Gallo, 1999; Lounsbery & Coker, 2008; Stroot & Oslin, 1993;Veal 1992; Walkley & Kelly, 1989)

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Ability to qualitatively assess motor skills is an essential skill for physical educators need (Barret, 1979; Brown, 1982; Hoffman, 1977; Horvat, Block, & Kelly, 2007; Kelly & Melograno, 2004); Lewko, 1976; Lounsbery & Coker, 2008; Thomas & Thomas, 1983; Werder & Kalakina, 1985; Wessel & Kelly, 1986)

Physical educators are not competent in qualitative assessment (Behets, 1996; Gallo, 1999; Lounsbery & Coker, 2008; Stroot & Oslin, 1993;Veal 1992; Walkley & Kelly, 1989)

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We teach hundreds of skills You can not learn to qualitatively assess

motor skills by yourself You need immediate and accurate feedback

on the accuracy of your judgments You were taught about assessment, but in

most cases, not trained to competency in doing it

If you are not good at something and can avoid doing it, you cope and avoid

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Harness the power of computer technology CAI has been shown to be an effective way

to train teachers in assessment (Kelly & Moran, in press; Kerns, 1989; Kulik & Kulik, 1991; McKethan & Evhart, 2001; Walkley & Kelly, 1989; Williams & Tannehill, 1999)

Major problem in the past has been equipment cost and compatibility

Web-based/internet applications solve these problems

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Currently a skill specific research tool Effectiveness compared to traditional methods

MSAP more effective Validity

Does training generalize to live assessing? Effectiveness with preservice and inservice

teachersPreservice students do not act like adult learners

Goal is create a public access application Internet accessible 24/7 Include full range of skills

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TutorialLearn and internalize the focal points by seeing

correct and incorrect examplesCreate a mental image of the correct performance

Guided PracticePractice assessing students with control over the

number of trials and the speed of performanceReceive immediate focal point specific feedback

on your performance Competency Evaluation

Designed to simulate actual assessment conditions 10 clips, shown only 3 times, only in real speed Only receive summative feedback

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(Start)

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Select and assessment item MSAP uses Everyone CAN assessment items

Create a pool of 150 video clips Make a list of specific errors and correct

performances neededDo not just hope if you film enough kids you will

get all the clips you need Film students

Prompt/guide some students to get needed performances

Convert clips to Flv computer files

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Distribution of clips Tutorial – 30 clips

Correct performance of each focal pointCommon errors on each focal point

Guided Practice – 90 clipsProgram randomly selects 5 clips for each practice

trial Competency Assessment – 30 clips

Presented in sets of 10 with only summative feedback Create answer key for all clips

Have answers validated by external experts Create error explanations for each clip

Enter clip data into MSAP and test19

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Ongoing research Validity of MSAP with preservice majors and

inservice teachers Effectiveness with inservice physical education

teachers Simulated vs. real time assessment? How long does it take teachers to be trained to a

level of competency? Assessing competency retention

Continue to expand & improve MSAP Kicking Underhand roll Catch

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To teach without assessing is comparable to a carpenter building a house without a tape measure. You can work at it, probably harder than you should have to, and you will produce something, but not the best product you could have.

Curriculum embedded, on-going, qualitative assessment is the key to both effective teaching and student learning.

Only you can change your teaching behavior.

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Luke E. Kelly University of

Virginia E-mail:

lek@Virginia.edu Phone: 434-924-

6194

Tom Moran James Madison

Univ. E-mail:

morante@jmu.edu Phone: 540-568-

4877

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DISCUSSION

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