Effective Assessment In Physical Education Engages Supports

If a pupil is given the opportunity to discuss their learning either with a teacher or one of their peers then they will develop a deeper understanding of their learning which can build confidence, raise their self esteem and motivate them as students.

Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and

The benefits of the learner and others contributing to formative assessment and therefore advising on when summative assessment might be appropriate. The benefits of the learner develop a sense of ownership over the learning and assessment process.

The accurate assessment of physical activity is necessary to identify current levels of activity and assess the effectiveness of intervention programs. When measuring physical activity, gold standards of assessment include observation, doubly labeled water and indirect calorimetry (Sirard & Pate, 2001). However, pedometers became an increasingly popular measurement device because they are easy to use and do not require specific training, can be used to monitor large groups of people and they provide an objective measurement (Sirard & Pate, 2001). Traditionally, physical activity was measured with surveys that required participants to recall their activity over a period of time. This posed difficulties, especially with children and adolescents,

“Assessment focuses on the learners’ performance. It is about measuring achievement, both ongoing (formative) and at the end of the programme (summative).” Wallace. S (2007: 118)

Formative assessment can be an effective tool in building positive relationships as it gives cause for two-way communication at any point of a learning course. It can be written or verbally delivered, offering the opportunity to appeal to a variety of learning styles. It enables the learner to influence their learner programme and helps them build essential life-skills such as goal setting and self assessment. Its main disadvantage for the trainer is the amount of time the type of assessment can consume, and a learner may become disengaged by repetitive assessment exercises that interrupt the flow of learning.

For students to engage in asking questions we first need to let me be free to do that during class time. Students need time to discuss with their peers, look in books, and explore.

I assessed mainly skill practices with my students being a physical education teacher. I also only taught physical education my first year.

examination. Questions construct an establishment for exchange, a procedure which is essential to social learning

For this assignment, I was required to interview three individuals and ask them about their past and present physical activity, sport, and physical education experiences. While conducting these interviews, I gained a great deal of insight into the lives of several family members. The first interview I conducted was with my younger brother. He is sixteen years of age and is a sophomore at Elizabethton High School. During the interview he spoke with me about his past and present physical activity, sport, and physical education experiences. He explained to me how during elementary and middle school, some of his physical activities included riding bikes, throwing baseball with friends, and swimming. All of these activities occurred

Chouinard, M. M., Harris, P. L., & Maratsos, M. P. (2007). Children's questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, i-129.

Teachers need to be aware how they ask students’ questions. Simply worded questions can be effective if asked correctly. A question should engage a student to think deeper and go beyond what was asked. In the article it says that productive questions are those that are straightforward. Where the students are engaged in an activity and the teacher can observe them and ask, for example, did you notice what just happened? As much as teachers like to ask questions such as how, why, or what it makes students feel as if they need a textbook answer. An answer, which will directly focus more on what a textbook, says to what the student is thinking. When a teacher asks a question students should be able to apply skills learned. This article is a good

Jane presents to the hospital for evaluation of a right breast mass. Jane reports that she felt a lump during her self-breast examination a month ago and called for an appointment with her gynecologist for a checkup and mammogram. On examination in the office, Jane’s breasts are asymmetrical, pain, redness, warmth and bloody discharge from the right nipple. The right breast with a lump at the 3 o’clock position and the skin is dimpling in that area. Jane’s mammogram reveals a 6cm mass to right breast. Ultrasound of the right breast confirms the 6 cm mass. Core needle biopsy confirms Stage III Breast Cancer. ER and PR= positive, HER2=positive. Jane was 12 years old when she started her periods, had 1 pregnancy and

Students may not take it as seriously as summative assessment. It can be a time taking process. Students need different kinds of formative assessment at different stages in their learning.[2]

education in a school system equally. Looking at it from this standpoint, we can say physical education will have meaning when all of these factors are contributed and put together. We have to work together to implement physical education in the schools, but it will all be worth it in the long run (France, 2011, p.51).