Evaluating Performance in Physical Education

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Monitoring, recording and evaluating performance development

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Test & Measurement in Sports - Unit - 6 - Part - 1 - Physical Education - Complete Notes

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Contact Information Tiffany Kloeppel, Ph.

Physical Education Evaluation Present | Ohio Department of Education

Kloeppel education. Physical Education Evaluation Present Beginning in the , a physical education benchmark evaluation is included as an indicator on the Local Report Card. The Evaluation as it relates to the high school physical education waiver Under Ohio law, local boards of education are permitted to adopt policies that waive physical education requirements for high school students who participate in certain prescribed activities.

Adapted physical education and the evaluation The physical education evaluation is designed for all students who participate in physical education. Community schools and the evaluation Schools which are part of the state report card will participate in the evaluation. How is data collected for the evaluation? Data is collected for each student who is part of physical education programming for the following grade bands: K-2, , and For each grade band there are five standards and 10 benchmarks; two benchmarks for each standard. Teachers will incorporate the Excel data sheets available on the ODE evaluation webpage for data collection purposes.

Analysing and evaluating performance (AEP) example OCR 2017

When the student completes each grade band, all 10 benchmarks will have been collected for the student. Legislation does not specify which grades the evaluation data must be collected; therefore it is a local determination when best to collect and report the evaluation data. It is a local determination when best to complete the evaluation and collect the data, though whenever possible, collecting data in grades 2, 5, 8 and end of high school programming is suggested. However, local programming may not allow for data collection in those particular grades.

If data is collected over the grade band and not in one grade level, it is up to the local authority to assure that all 10 benchmarks have been collected and aggregate data reported to ODE. The local authority will determine, district wide, what benchmarks are assessed and the grade level for which data will be collected.

For the and academic years, districts that collect data throughout the grade band rather than at 2, 5, 8 and end of high school programming may have incomplete data for those students who are at the upper grades of the grade bands. Those students did not have the full grade band to collect the data. However, starting with the school year, this will no longer be an issue.

Those students would have been allotted time throughout the grade band to have all 10 benchmarks collected.

1st Edition

If a skill is chosen, reference should be made to the technique used and how that technique hindered performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement negatively affected performance.


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In choosing these weaknesses, students must justify their choices, making reference to how a competitive performance s has been negatively affected. Students should be marked on their analysis of performance using the following descriptors.

The student has an excellent knowledge and appreciation of the demands of their chosen activity. The student fully appreciates their own strengths and weaknesses. They are able to provide a clear, detailed and in-depth self-analysis for both strengths and weaknesses. The student has good knowledge and appreciation of the demands of their chosen activity. The student appreciates their own strengths and weaknesses. They are able to provide detailed in-depth self-analysis for most of their strengths and weaknesses, although some are clearer than others.

Most are detailed. The student shows knowledge and appreciation of the demands of their chosen activity but sometimes lacks depth in their explanation. The student appreciates many of their own strengths and weaknesses.

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They are able to provide some self-analysis for most of their strengths and weaknesses, although some are considerably clearer than others. The student shows some knowledge and appreciation of the demands of their chosen activity but frequently lacks depth in their explanation. Postcheck follow-up observations were made during the following school year.

All seven teachers increased their use of formal assessment of student per-formance and shifted focus of the assessment toward subject-matter performance.

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Physical Education Evaluation 2013-Present

Their formal assessment observations were found to be reliable. Experienced secondary school physical education teachers can successfully and reliably employ formal-formative assessment of student performance outcomes. All Journals Homepage Contact Us.


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