The evaluation of a physical education program involves many components. These components incorporate triangulation, which include student learning, curriculum and opportunity, and community impact. Student learning is possible through the use of effective assessment while curriculum and opportunity is measured by curriculum design and its implementation. Community impact is evaluated through program costs and how well the program communicates progress to students and parents.
It’s important to remember that students should be assessed by all three domains of learning. Physical educators must utilize the cognitive, affective, and psychomotor domains when evaluating student progress and skill acquisition. This is possible by incorporating various assessments that include written tests and quizzes, skill tests, WebQuests, research projects, and role play scenarios. An effective program also involves teacher evaluation. The combination of student assessment and teacher evaluation influences the overall effectiveness of the curriculum.
People must also realize the impact of a program depends on the budget. The best physical education programs usually have large amounts of equipment, numerous accessories (rock wall, weight room, etc.), and various program opportunities (Adventure Education, Outdoor Adventure, etc.). Unfortunately, many schools are not able to budget all of this. This is why teacher evaluation is so important because good teachers can adapt to anything. These individuals are able to communicate progress to students and parents as well as create a positive learning environment. The current economic problems will continue to influence physical education programs but good teachers will always be available.
Thursday, June 18, 2009
Tuesday, June 16, 2009
A Response to Master Grade
The Master Grade program was extremely easy to use. I was able to insert student’s names, add classes, put in assignments, calculate grades, and incorporate multiple grading scales. This was all done efficiently and it only took a few minutes to get used to implementing. There is probably more I could have done but this program fulfilled all my basic needs. So I have no complaints about Master Grade besides the fact it only has a 30 day free trial!
Thursday, June 11, 2009
Master Grade
I have decided to use Master Grade by Maxium Developments Inc. for my grade book. This grading apparatus can be found at http://www.maxium.com/. This program is assessable for Mac and Windows users. There are various features associated with this program. A user can insert assignments, seating charts, and calculate grades, incorporate an unlimited amount of classes and students, add student notes/comments, e-mail addresses, and photos, and also take attendance.
So far this software seems easy to use. Navigation doesn’t seem too difficult because it’s a basic program. There are a lot of pros associated with this program with minimal cons. The only issues revolve around the fact that report cards/progress reports associated with Master Grade obviously wouldn’t correlate with the school an educator is working at. Grading category options may also be a concern for some educators.
So far this software seems easy to use. Navigation doesn’t seem too difficult because it’s a basic program. There are a lot of pros associated with this program with minimal cons. The only issues revolve around the fact that report cards/progress reports associated with Master Grade obviously wouldn’t correlate with the school an educator is working at. Grading category options may also be a concern for some educators.
Wednesday, June 10, 2009
Marzano
Marzano’s book included a lot of information on curriculum and assessment ideas. Feedback is one of the most important aspects mentioned by Marzano. Feedback facilitates learning and this can change assessment. Students need a positive learning environment to succeed. Corrective feedback through face to face communication is essential. Teachers have to get students to buy into their teaching and it’s possible through communication.
Assessment plans need to include both formative and summative assessments. WebQuests and self evaluation of skills are forms of formative assessment because they both allow the students to take an active role and responsibility for their learning. The WebQuest allows the students to do their own thing in regards to their work and the self evaluation of skills will force the students to assess their own movements. A summative assessment would be end of the unit tests that teachers usually give. These tests summarize a unit that was learned.
Marzano believes standards are an issue and I disagree with him. I understand that there are a lot of things that need to be done in order to teach to all standards and it’s nearly impossible. Physical education teachers should be given more time to teach but I am not going down that road in this posting. The thing is that most teachers don’t teach towards the standards and there needs to be a better effort in reversing that dilemma.
Assessment plans need to include both formative and summative assessments. WebQuests and self evaluation of skills are forms of formative assessment because they both allow the students to take an active role and responsibility for their learning. The WebQuest allows the students to do their own thing in regards to their work and the self evaluation of skills will force the students to assess their own movements. A summative assessment would be end of the unit tests that teachers usually give. These tests summarize a unit that was learned.
Marzano believes standards are an issue and I disagree with him. I understand that there are a lot of things that need to be done in order to teach to all standards and it’s nearly impossible. Physical education teachers should be given more time to teach but I am not going down that road in this posting. The thing is that most teachers don’t teach towards the standards and there needs to be a better effort in reversing that dilemma.
Tuesday, June 9, 2009
Forming Groups and Teams
Table 1: Forms to Use in Working with Teams (9th grade)
Forms When Used Objective
-Team/Group Assignment- First Day of Class:
o Students teamed together through various means (birthdays, clothing, eye color, etc.)
-Team Rules/Behavior Contract- First Day of Class:
o Establish team/group behavior contracts and teamwork measures
o Students must abide by the rules and contract throughout school year
-Team Assignments- Middle of First week:
o Use cooperative games to see how each student interacts in groups
-Teacher Assessment- Middle of First week:
o Evaluate each student within the groups so that future group designations include various types of personalities
-Group/Team Member Evaluation (peer ratings) - End of Assignments:
o Have each group member evaluate each others performance at the end of every assignment throughout the year
o Allow for a comment section on what worked and what can improve
This table would be used for a 9th grade class and can be used as a resource when forming teams and groups. Creating a positive learning environment during the first day of class that would last the entire school year is essential. Rules, routines, and expectations need to be clearly defined during the first day of class. A behavior contract would work wonders during this time because students have input in regards to the learning environment. Forming teams should begin by mid week and would be used throughout the school year.
The best way to assess your students in a team/group atmosphere would be through cooperative games. You will know right away which students are “leaders” and what ones are “quiet.” The goal is to make sure every student feels comfortable during team/group activities. It is great once all students take an active leadership role and that's possible through cooperative games. The teacher just needs to be patient. Converting groups into effective teams will happen. It’s important that each student has the opportunity to work with everyone in the class. This is why it’s essential to constantly change teams for each and every activity. Eventually, you will realize the “make-up” of your class and creating effective teams will be easy. The use of peer ratings is also important because the teacher will get feedback from their students. This will allow teachers to assess each student’s participation while in teams/groups. Every teacher must make sure the students know the purpose of teamwork. Life is full of teamwork and people wouldn’t survive if we didn’t work together. The physical education setting is a perfect place to facilitate these ideas and get students ready for life and the workforce (where teamwork is constant).
Forms When Used Objective
-Team/Group Assignment- First Day of Class:
o Students teamed together through various means (birthdays, clothing, eye color, etc.)
-Team Rules/Behavior Contract- First Day of Class:
o Establish team/group behavior contracts and teamwork measures
o Students must abide by the rules and contract throughout school year
-Team Assignments- Middle of First week:
o Use cooperative games to see how each student interacts in groups
-Teacher Assessment- Middle of First week:
o Evaluate each student within the groups so that future group designations include various types of personalities
-Group/Team Member Evaluation (peer ratings) - End of Assignments:
o Have each group member evaluate each others performance at the end of every assignment throughout the year
o Allow for a comment section on what worked and what can improve
This table would be used for a 9th grade class and can be used as a resource when forming teams and groups. Creating a positive learning environment during the first day of class that would last the entire school year is essential. Rules, routines, and expectations need to be clearly defined during the first day of class. A behavior contract would work wonders during this time because students have input in regards to the learning environment. Forming teams should begin by mid week and would be used throughout the school year.
The best way to assess your students in a team/group atmosphere would be through cooperative games. You will know right away which students are “leaders” and what ones are “quiet.” The goal is to make sure every student feels comfortable during team/group activities. It is great once all students take an active leadership role and that's possible through cooperative games. The teacher just needs to be patient. Converting groups into effective teams will happen. It’s important that each student has the opportunity to work with everyone in the class. This is why it’s essential to constantly change teams for each and every activity. Eventually, you will realize the “make-up” of your class and creating effective teams will be easy. The use of peer ratings is also important because the teacher will get feedback from their students. This will allow teachers to assess each student’s participation while in teams/groups. Every teacher must make sure the students know the purpose of teamwork. Life is full of teamwork and people wouldn’t survive if we didn’t work together. The physical education setting is a perfect place to facilitate these ideas and get students ready for life and the workforce (where teamwork is constant).
Monday, June 8, 2009
Mock Letters
Parent:
Dear School,
After reading the article in yesterday’s Chicago Tribune on new grading systems I am a bit concerned. I am worried because your school also uses a new form of grading. My child is supposed to be a new first grade student at your school district this upcoming fall, but, I don’t believe in or understand all this new grading stuff. Parents I have spoken to say it’s hard to understand and hasn’t benefited their children. Why get rid of letter grading (A, B, C, D, F) when it has always worked? Shouldn’t grades be given to students in a way that they (students) and parents could understand it? I am a bit worried about all of this and I don’t want to commit my child to a school without first understanding its grading policies. Can you please get back to me with an explanation? It would be greatly appreciated!
Sincerely,
Anonymous
Principal:
Dear Anonymous,
I am glad to hear you are concerned and I am here to help. We switched from letter grading to a new grading system to fulfill state standard requirements. The new grading provides our students and parents with feedback on what the students do/don’t understand in the classroom. Letter grading was causing too many students to be in “competition” with each other rather than worrying about their own academic skills. Our school provides each grade with an explanation that coincides with a specific classroom skill. This form of grading does a better job assessing a child's needs than does a letter grade. I hope this helped but please feel free to contact me at (---) ---/---- if you have any more questions or concerns.
Sincerely,
Principal
Dear School,
After reading the article in yesterday’s Chicago Tribune on new grading systems I am a bit concerned. I am worried because your school also uses a new form of grading. My child is supposed to be a new first grade student at your school district this upcoming fall, but, I don’t believe in or understand all this new grading stuff. Parents I have spoken to say it’s hard to understand and hasn’t benefited their children. Why get rid of letter grading (A, B, C, D, F) when it has always worked? Shouldn’t grades be given to students in a way that they (students) and parents could understand it? I am a bit worried about all of this and I don’t want to commit my child to a school without first understanding its grading policies. Can you please get back to me with an explanation? It would be greatly appreciated!
Sincerely,
Anonymous
Principal:
Dear Anonymous,
I am glad to hear you are concerned and I am here to help. We switched from letter grading to a new grading system to fulfill state standard requirements. The new grading provides our students and parents with feedback on what the students do/don’t understand in the classroom. Letter grading was causing too many students to be in “competition” with each other rather than worrying about their own academic skills. Our school provides each grade with an explanation that coincides with a specific classroom skill. This form of grading does a better job assessing a child's needs than does a letter grade. I hope this helped but please feel free to contact me at (---) ---/---- if you have any more questions or concerns.
Sincerely,
Principal
Sunday, May 31, 2009
Letter Grading: The Debate
Assigning grades to students have always been a constant in our schools. Percentage grading (grade number between 0 and 100) dominated the 19th century and the early part of the 20th century. Things changed with the emergence of the report card in North America. This began an era (1911-1960) of letter grade reporting instead of numerical or percentage grading. Letter grading (A, B, C, D, F) still dominates our elementary and secondary schools today even though the pass/fail grading option became popular in the 1960’s. This form of grading (letter grading) continues to be a hot debate amongst educators.
Teachers have varying views in regards to letter grading because student evaluation is based upon many factors that usually include academic performance (effort, ability, and participation) and achievement. The problem is there are no set guidelines or rules with letter grading and this allows for extreme flexibility. One teacher may have a certain criteria in assigning a letter grade while another’s is completely different. Grades should be based upon student achievement rather than single teachers’ personal standards. There needs to be set universal letter grading procedures between all teachers within the school district they are employed.
Administrators and teachers need to work together to ensure students letter grades are fairly being issued. Teachers should work together and share knowledge about alternative assessment ideas. Professional development through training would be a step in the right direction so that letter grades can be based upon many factors besides just academic performance and achievement. Many educators also believe giving students zeroes on incomplete paperwork should be eliminated. The belief is that a zero shouldn’t hurt a student’s grade if they have done well on tests or quizzes. Some teachers have already implemented using fifties instead of zeroes on paperwork that is not completed. This is an example of an issue that needs to be resolved and cannot just be the philosophy of some teachers. Students need to get used to a set criteria of standards so that problems don’t come about because one teacher grades one way while another grades differently.
Grades are essential outcomes for our students. They have been used throughout our nation’s history and will continue to through letter grading. It’s imperative we as educators make sure our students are graded fairly without cause for concern. This is why all teachers within the school districts they are employed need to come together to find a common ground in their grading procedures. Such agreement would lessen the frustration and confusion of parents and their children (students) in regards to grading differences amongst teachers.
References:
http://bctf.ca/publications/NewsmagArticle.aspx?id=13110
http://drpezz.wordpress.com/2008/08/31/grading-may-change-failure-rates/
http://www.qcsd.org/qcsd/lib/qcsd/fp_7-30_LA_assessment2v2.pdf
http://www.soe.vcu.edu/merc/briefs/brief38_grading_assess_p1.htm
Teachers have varying views in regards to letter grading because student evaluation is based upon many factors that usually include academic performance (effort, ability, and participation) and achievement. The problem is there are no set guidelines or rules with letter grading and this allows for extreme flexibility. One teacher may have a certain criteria in assigning a letter grade while another’s is completely different. Grades should be based upon student achievement rather than single teachers’ personal standards. There needs to be set universal letter grading procedures between all teachers within the school district they are employed.
Administrators and teachers need to work together to ensure students letter grades are fairly being issued. Teachers should work together and share knowledge about alternative assessment ideas. Professional development through training would be a step in the right direction so that letter grades can be based upon many factors besides just academic performance and achievement. Many educators also believe giving students zeroes on incomplete paperwork should be eliminated. The belief is that a zero shouldn’t hurt a student’s grade if they have done well on tests or quizzes. Some teachers have already implemented using fifties instead of zeroes on paperwork that is not completed. This is an example of an issue that needs to be resolved and cannot just be the philosophy of some teachers. Students need to get used to a set criteria of standards so that problems don’t come about because one teacher grades one way while another grades differently.
Grades are essential outcomes for our students. They have been used throughout our nation’s history and will continue to through letter grading. It’s imperative we as educators make sure our students are graded fairly without cause for concern. This is why all teachers within the school districts they are employed need to come together to find a common ground in their grading procedures. Such agreement would lessen the frustration and confusion of parents and their children (students) in regards to grading differences amongst teachers.
References:
http://bctf.ca/publications/NewsmagArticle.aspx?id=13110
http://drpezz.wordpress.com/2008/08/31/grading-may-change-failure-rates/
http://www.qcsd.org/qcsd/lib/qcsd/fp_7-30_LA_assessment2v2.pdf
http://www.soe.vcu.edu/merc/briefs/brief38_grading_assess_p1.htm
Friday, May 29, 2009
Quiz Time
Teacher Directions:
This is a quiz based on a CNN Health article on cancer death rates. The article can be located at http://www.cnn.com/2009/HEALTH/05/27/health.cancer.death.rate/index.html. This article should take students between 10-15 minutes to read and about 10-15 minutes to complete the quiz. An article such as this should be assigned to students the night before. The quiz should be given the following day.
1.According to the American Cancer Society, how many lives have been spared from cancer between 1990 and 2005?
A.650
B.6,500
C.65,000
D.650,000
2.How many new cancer diagnoses in the U.S. is expected in 2009?
A.1.5 million
B.2.5 million
C.5.5 million
D.7.5 million
3.How many people in the U.S. are expected to die of cancer in 2009?
A.262,340
B.362,340
C.462,340
D.562,340
4.What type of cancer is causing African American women to die at a greater rate than Caucasian women?
A.Lung cancer
B.Breast cancer
C.Colon cancer
D.Pancreatic cancer
5.The decrease use of hormone replacement therapy (HRT) has decreased death rates for what type of cancer?
A.Colon cancer
B.Lung cancer
C.Pancreatic cancer
D.Breast cancer
6.What epidemic may fuel a rise in breast cancer death rates?
A.Obesity epidemic
B.Drug and alcohol epidemic
C.AIDS epidemic
D.Diabetes epidemic
7.Lung cancer is expected to account for what percentage of all cancer deaths in women in 2009?
A.6 percent
B.16 percent
C.26 percent
D.36 percent
8.Name three types of cancer which death rates have decreased in men from 1990-2005.
9.Name three types of cancer which death rates are currently increasing in women.
10.Name two types of preventative measures women can take when screening for cancer.
This quiz would be graded on a 10 point scale with each question being worth one point. Every question and answer is based off the reading. A teacher will know whether or not their students read based upon how well they did on the quiz. The quiz is self explanatory but is a little tricky because many percentages and number facts were used. The teacher should advise their students to pay close attention to all percentages and number facts. This is an excellent article because it mentions a lot of information about cancer and the obesity epidemic. An article and quiz such as this can be used as a lead up to a unit based on human disease or illnesses (cancer) and even exercise because of the obesity epidemic information presented in the article.
This is a quiz based on a CNN Health article on cancer death rates. The article can be located at http://www.cnn.com/2009/HEALTH/05/27/health.cancer.death.rate/index.html. This article should take students between 10-15 minutes to read and about 10-15 minutes to complete the quiz. An article such as this should be assigned to students the night before. The quiz should be given the following day.
1.According to the American Cancer Society, how many lives have been spared from cancer between 1990 and 2005?
A.650
B.6,500
C.65,000
D.650,000
2.How many new cancer diagnoses in the U.S. is expected in 2009?
A.1.5 million
B.2.5 million
C.5.5 million
D.7.5 million
3.How many people in the U.S. are expected to die of cancer in 2009?
A.262,340
B.362,340
C.462,340
D.562,340
4.What type of cancer is causing African American women to die at a greater rate than Caucasian women?
A.Lung cancer
B.Breast cancer
C.Colon cancer
D.Pancreatic cancer
5.The decrease use of hormone replacement therapy (HRT) has decreased death rates for what type of cancer?
A.Colon cancer
B.Lung cancer
C.Pancreatic cancer
D.Breast cancer
6.What epidemic may fuel a rise in breast cancer death rates?
A.Obesity epidemic
B.Drug and alcohol epidemic
C.AIDS epidemic
D.Diabetes epidemic
7.Lung cancer is expected to account for what percentage of all cancer deaths in women in 2009?
A.6 percent
B.16 percent
C.26 percent
D.36 percent
8.Name three types of cancer which death rates have decreased in men from 1990-2005.
9.Name three types of cancer which death rates are currently increasing in women.
10.Name two types of preventative measures women can take when screening for cancer.
This quiz would be graded on a 10 point scale with each question being worth one point. Every question and answer is based off the reading. A teacher will know whether or not their students read based upon how well they did on the quiz. The quiz is self explanatory but is a little tricky because many percentages and number facts were used. The teacher should advise their students to pay close attention to all percentages and number facts. This is an excellent article because it mentions a lot of information about cancer and the obesity epidemic. An article and quiz such as this can be used as a lead up to a unit based on human disease or illnesses (cancer) and even exercise because of the obesity epidemic information presented in the article.
Thursday, May 28, 2009
Essays and Scoring
Essay testing is another form of assessment that is widely used by teachers. Educators tend to use an analytic or holistic form of scoring when grading their test takers essays. Analytic scoring assigns points to different parts of the essay question. These assigned points are added up together in order to figure out the total points for a particular essay question. Holistic scoring assigns a single point total for the entire essay question. This single point total represents the overall value of the essay.
Here is an example of an essay question that will be scored analytically:
It’s a boring day and your friends want to try out a new sport. You have just completed a school unit on Kin-Ball and would like to incorporate this game in today’s activities but realized you need to review the game. In paragraph format, include 3 forms of equipment that could be used, 4 rules of the game, where it can be played, and the purpose of the game. In addition, explain why Kin-Ball is considered a cooperative learning game.
Here’s how an educator could use the analytic scoring system to grade this essay:
•The test taker states 3 forms of equipment that could be used = 1 pt. for each form of equipment (3 total)
•The student states 4 rules of the game = 1 pt. each rule (4 total)
•The student states where the game can be played = (2 pts)
•The student states the purpose of the game = (3 pts)
•The student explains why Kin-Ball is considered a cooperative learning game = (3 pts)
-This essay would be worth 15 total points
Here is an example of an essay question that will be scored holistically:
A very close friend of yours seems mentally and emotionally drained. You suspect he/she is suffering from depression. In paragraph format, mention the symptoms, causes, side effects, and possible outcomes of depression. Include in your response a plan of action that could be used to help this individual.
Here’s how an educator could use the holistic scoring system to grade this essay:
1=Essay doesn’t mention anything about the symptoms, causes, side effects, and possible outcomes of depression. A plan of action is also not included and the essay displayed poor grammar, spelling and organization.
2=Essay included very little about the symptoms, causes, side effects, and possible outcomes of depression. A plan of action is minimally stated and the essay displayed reasonable grammar, spelling and organization.
3=Essay satisfactorily covers symptoms, causes, side effects, and possible outcomes of depression as well as a plan of action. The essay displayed sufficient grammar, spelling and organization.
4=Essay does a good job covering symptoms, causes, side effects, and possible outcomes of depression as well as a plan of action. The essay displayed good grammar, spelling and organization.
5=Essay showed proficient understanding of the symptoms, causes, side effects, and possible outcomes of depression as well as a plan of action. The essay displayed a proficient use of grammar, spelling, and organization.
-This essay would be worth 15 total points of the test
Here is an example of an essay question that will be scored analytically:
It’s a boring day and your friends want to try out a new sport. You have just completed a school unit on Kin-Ball and would like to incorporate this game in today’s activities but realized you need to review the game. In paragraph format, include 3 forms of equipment that could be used, 4 rules of the game, where it can be played, and the purpose of the game. In addition, explain why Kin-Ball is considered a cooperative learning game.
Here’s how an educator could use the analytic scoring system to grade this essay:
•The test taker states 3 forms of equipment that could be used = 1 pt. for each form of equipment (3 total)
•The student states 4 rules of the game = 1 pt. each rule (4 total)
•The student states where the game can be played = (2 pts)
•The student states the purpose of the game = (3 pts)
•The student explains why Kin-Ball is considered a cooperative learning game = (3 pts)
-This essay would be worth 15 total points
Here is an example of an essay question that will be scored holistically:
A very close friend of yours seems mentally and emotionally drained. You suspect he/she is suffering from depression. In paragraph format, mention the symptoms, causes, side effects, and possible outcomes of depression. Include in your response a plan of action that could be used to help this individual.
Here’s how an educator could use the holistic scoring system to grade this essay:
1=Essay doesn’t mention anything about the symptoms, causes, side effects, and possible outcomes of depression. A plan of action is also not included and the essay displayed poor grammar, spelling and organization.
2=Essay included very little about the symptoms, causes, side effects, and possible outcomes of depression. A plan of action is minimally stated and the essay displayed reasonable grammar, spelling and organization.
3=Essay satisfactorily covers symptoms, causes, side effects, and possible outcomes of depression as well as a plan of action. The essay displayed sufficient grammar, spelling and organization.
4=Essay does a good job covering symptoms, causes, side effects, and possible outcomes of depression as well as a plan of action. The essay displayed good grammar, spelling and organization.
5=Essay showed proficient understanding of the symptoms, causes, side effects, and possible outcomes of depression as well as a plan of action. The essay displayed a proficient use of grammar, spelling, and organization.
-This essay would be worth 15 total points of the test
Wednesday, May 27, 2009
The Multiple Choice Controversy
Multiple choice exams have always been a popular form of student evaluation amongst teachers. This type of traditional assessment continues to thrive today as it has in the past. Unfortunately, this proves teachers are afraid of change and are not willing to take risks in order to improve student learning and ensure success. Educators are not assimilating other forms of assessment (alternative assessments, video tape, oral presentations, journals, portfolios, peer evaluations, and group projects etc.) into their teaching curriculum's. Advocates in favor of traditional assessment believe multiple choice exams are one of the best ways to measure student learning. I doubt those thousands upon thousands of intelligent students who constantly struggle just passing these exams would agree.
One of the main issues with multiple choice exams are the ways it’s structured/presented. Some teachers just don’t know how to create proper multiple choice exam questions or answer choices. The questions or “stems” should always use an incomplete statement or a direct question, include as much information as possible, and incorporate an introductory statement. They shouldn’t include more than one problem or even negative statements. Sometimes teachers will even try to trick their students by including unrelated clues to the correct answer (VERY BAD). The writing options or answers are another aspect of multiple choice exams that should include 3-4 well planned options as well as distracters (similar to the answers but without biases) but should never include words such as “always,” “never,” and “all.” Teachers also need to realize an “all of the above” answer should be used sparingly. The problem is that educators sometimes trick students and that isn’t the point of teaching. Teachers remember: only use “none of the above” when there is an absolute correct answer that isn’t present within the writing options!
Traditional assessment or multiple choice exams are not a fair way to grade any student. Other forms of assessment can be more valuable to a students learning. There are many issues surrounding multiple choice exams that people (especially educators) are not aware of. This is the year 2009, not the year 1909. Let’s try to move on from the classical multiple choice exams and administer new and better forms of assessment!
Reference:
Writing Multiple-Choice Test Items
by: Jerard Kehoe
http://pareonline.net/getvn.asp?v=4&n=9
One of the main issues with multiple choice exams are the ways it’s structured/presented. Some teachers just don’t know how to create proper multiple choice exam questions or answer choices. The questions or “stems” should always use an incomplete statement or a direct question, include as much information as possible, and incorporate an introductory statement. They shouldn’t include more than one problem or even negative statements. Sometimes teachers will even try to trick their students by including unrelated clues to the correct answer (VERY BAD). The writing options or answers are another aspect of multiple choice exams that should include 3-4 well planned options as well as distracters (similar to the answers but without biases) but should never include words such as “always,” “never,” and “all.” Teachers also need to realize an “all of the above” answer should be used sparingly. The problem is that educators sometimes trick students and that isn’t the point of teaching. Teachers remember: only use “none of the above” when there is an absolute correct answer that isn’t present within the writing options!
Traditional assessment or multiple choice exams are not a fair way to grade any student. Other forms of assessment can be more valuable to a students learning. There are many issues surrounding multiple choice exams that people (especially educators) are not aware of. This is the year 2009, not the year 1909. Let’s try to move on from the classical multiple choice exams and administer new and better forms of assessment!
Reference:
Writing Multiple-Choice Test Items
by: Jerard Kehoe
http://pareonline.net/getvn.asp?v=4&n=9
Saturday, May 23, 2009
Why Classical Test Theory Matters to Me
Classical test theory focuses around a test takers testing outcome capability and is based on an equation (observed score=true score + error). The observed score is the test takers actual practical score; the true score is a test takers score without measurement errors; and error occurs through various situations including method error (testing situations) and trait error (test taker error). Method error can be reduced through reliability and objectivity while trait error can be abridged through focus, application, and scoring. One last aspect of classical test theory is random error. This form of error (random error) can be reduced by administering multiple tests to students. The final outcome equation for classical test theory is observed score=true score + method error + trait error + random error.
Applying and understanding the classical test theory will benefit your students and improve your teaching methods. This theory allows teachers to focus on their assessment tools because reliability and validity is accounted for. I have had many teachers who would distribute tests and not take into account measurement errors. These tests frustrated me and my peers because our grades were negatively affected. Teachers are performing a disservice to their students when these problems occur and it just isn’t fair! This is why I am a huge advocate of alternative assessment because the typical traditional assessment really can cause reliability and objectivity issues (method error). Most students also prefer alternative assessment because it allows them to be more expressive of their work.
Teachers need to take into account the importance of the classical test theory and its methods. Errors in measurement through tests and grading are real issues that affect our students. These issues need to be addressed but it’s difficult because many teachers don’t know anything about this theory, reliability, or even validity. Until then, error will continue to hamper our assessment tools and our students will only suffer.
Applying and understanding the classical test theory will benefit your students and improve your teaching methods. This theory allows teachers to focus on their assessment tools because reliability and validity is accounted for. I have had many teachers who would distribute tests and not take into account measurement errors. These tests frustrated me and my peers because our grades were negatively affected. Teachers are performing a disservice to their students when these problems occur and it just isn’t fair! This is why I am a huge advocate of alternative assessment because the typical traditional assessment really can cause reliability and objectivity issues (method error). Most students also prefer alternative assessment because it allows them to be more expressive of their work.
Teachers need to take into account the importance of the classical test theory and its methods. Errors in measurement through tests and grading are real issues that affect our students. These issues need to be addressed but it’s difficult because many teachers don’t know anything about this theory, reliability, or even validity. Until then, error will continue to hamper our assessment tools and our students will only suffer.
Wednesday, May 20, 2009
Volleyball Board Game Assessment
Name/Title: SpikeTastic
Purpose:
1).Provide a review of the volleyball unit that we learned in class. Topics included history, terminology, rules, offensive skills (serving, passing, and finishing), defensive skills, and rotation.
2).Alternative assessment tool (board games) will be implemented as a review for our end of the unit volleyball exam.
Grade Level: 9
Materials Needed:
Poster board, markers, tape, glue, scissors,index cards, handouts and other materials based on teacher discretion.
Assignment Description:
1. Students must create a board game based on the following volleyball topics learned in class: history, terminology, rules, offensive skills (serving, passing, and finishing), defensive skills, and rotation.
2. Volleyball topic assigning and group membership will be based on teacher discretion.
3. The board game must include proper instructions, rules, questions, and answers.
4. The game must have 10-15 volleyball questions and all questions must be pre-approved by the teacher. All answers to questions must be placed separately from the questions.
5. BE CREATIVE and CHALLENGING. Use plenty of colors and game pieces!
Administration Description:
1. The instructor must have already completed a volleyball unit before incorporating this project.
2. Students need to have a proficient understanding of the material.
3. Students should have access to any handouts or informational packets on volleyball.
4. The instructor must assign groups based on the topics learned: history, terminology, rules, offensive skills (serving, passing, and finishing), defensive skills, and rotation.
5. Examples of board games and proper questions should be demonstrated.
6. Teacher must pre-approve all questions (adheres to volleyball content).
7. Allow for students to play each board game. Time is based upon teacher discretion.
8. The instructor must always be available for help if needed.
9. Use the evaluation (scoring) rubric given for each group or group members.
Scoring Methods:
Scoring will be based upon the overall quality of the game and the participation/teamwork of the groups.
The Rubric:
o 5=Excellent
o 4=Very good
o 3=Good
o 2=Satisfactory
o 1=Needs improvement
Rubric Descriptions:
5=Group members completed the task with no errors and were able to work cooperatively without any problems. Students displayed proficient knowledge of the task.
4=Group members completed the task with minimal errors and were able to work cooperatively without any problems. Students displayed near proficient knowledge of the task.
3=Group members completed the task with minimal errors but could have displayed a better understanding of the task.
2=Group members displayed satisfactory work and were off task some of the time. Teacher assistance was minimal.
1=Group members did not show enough understanding of the assigned task or could not perform task. Students were off task and teacher assistance was necessary.
Purpose:
1).Provide a review of the volleyball unit that we learned in class. Topics included history, terminology, rules, offensive skills (serving, passing, and finishing), defensive skills, and rotation.
2).Alternative assessment tool (board games) will be implemented as a review for our end of the unit volleyball exam.
Grade Level: 9
Materials Needed:
Poster board, markers, tape, glue, scissors,index cards, handouts and other materials based on teacher discretion.
Assignment Description:
1. Students must create a board game based on the following volleyball topics learned in class: history, terminology, rules, offensive skills (serving, passing, and finishing), defensive skills, and rotation.
2. Volleyball topic assigning and group membership will be based on teacher discretion.
3. The board game must include proper instructions, rules, questions, and answers.
4. The game must have 10-15 volleyball questions and all questions must be pre-approved by the teacher. All answers to questions must be placed separately from the questions.
5. BE CREATIVE and CHALLENGING. Use plenty of colors and game pieces!
Administration Description:
1. The instructor must have already completed a volleyball unit before incorporating this project.
2. Students need to have a proficient understanding of the material.
3. Students should have access to any handouts or informational packets on volleyball.
4. The instructor must assign groups based on the topics learned: history, terminology, rules, offensive skills (serving, passing, and finishing), defensive skills, and rotation.
5. Examples of board games and proper questions should be demonstrated.
6. Teacher must pre-approve all questions (adheres to volleyball content).
7. Allow for students to play each board game. Time is based upon teacher discretion.
8. The instructor must always be available for help if needed.
9. Use the evaluation (scoring) rubric given for each group or group members.
Scoring Methods:
Scoring will be based upon the overall quality of the game and the participation/teamwork of the groups.
The Rubric:
o 5=Excellent
o 4=Very good
o 3=Good
o 2=Satisfactory
o 1=Needs improvement
Rubric Descriptions:
5=Group members completed the task with no errors and were able to work cooperatively without any problems. Students displayed proficient knowledge of the task.
4=Group members completed the task with minimal errors and were able to work cooperatively without any problems. Students displayed near proficient knowledge of the task.
3=Group members completed the task with minimal errors but could have displayed a better understanding of the task.
2=Group members displayed satisfactory work and were off task some of the time. Teacher assistance was minimal.
1=Group members did not show enough understanding of the assigned task or could not perform task. Students were off task and teacher assistance was necessary.
Joe
Once upon a time there was this student who was very intelligent but was ignored. Joe had a learning disability and “would need to do physical things in order to learn” (LK, 5/16/09). He could “process information in a Body-Kinesthetic manner” (DH, 5/17/09). Joe’s history teacher Mr. Smith knew his student (Joe) was a good athlete but he also thought Joe lacked the desire to succeed in high school. He was wrong! Joe needed a teacher who would teach to his spatial-visual learning style and understand his learning disability. Instead Mr. Smith was a lecturer and did nothing for poor Joe.
This bothered Joe and he would tell his parents that “a teacher must be able to teach to all types of intelligences” (BE, 5/20/09). Joe decided to look up information about teaching and the learning environment. He found out there was nothing wrong with himself and that Mr. Smith was at fault! Joe realized “teachers should definitely know NCLB and IDEA because they are government regulated, even if they do not necessarily agree with the concepts behind the regulations” (TS, 5/19/09). Joe also found it “upsetting that New York has no justification or rationalization of how their standards meet the national ones” (LK, 5/12/09).
Joe would eventually pass his 9th grade history class with a d. He would the following year have a different history teacher that was the total opposite of Mr. Smith. Mrs. Clark made sure her teaching style corresponded to all types of intelligences and she was always available for extra help. This is the way all teachers should teach. The problem is that Joe will never forget Mr. Smith. Unfortunately, millions of other students in our country have gone through the same terrible experience.
This bothered Joe and he would tell his parents that “a teacher must be able to teach to all types of intelligences” (BE, 5/20/09). Joe decided to look up information about teaching and the learning environment. He found out there was nothing wrong with himself and that Mr. Smith was at fault! Joe realized “teachers should definitely know NCLB and IDEA because they are government regulated, even if they do not necessarily agree with the concepts behind the regulations” (TS, 5/19/09). Joe also found it “upsetting that New York has no justification or rationalization of how their standards meet the national ones” (LK, 5/12/09).
Joe would eventually pass his 9th grade history class with a d. He would the following year have a different history teacher that was the total opposite of Mr. Smith. Mrs. Clark made sure her teaching style corresponded to all types of intelligences and she was always available for extra help. This is the way all teachers should teach. The problem is that Joe will never forget Mr. Smith. Unfortunately, millions of other students in our country have gone through the same terrible experience.
Tuesday, May 19, 2009
Universal Design & Standards-based Educational Reform
No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA) have forever changed the learning environment. These two educational reforms have paved the way for even further changes within our classrooms. Such changes are possible through the Universal Design concept and Standards-based Educational Reform. The Universal Design concept and Standards-based Educational Reform will positively impact all students and can further improve our educational system. The problem is that many teachers do not know about them.
The Universal Design concept is a great idea because a lot of students under NCLB are not meeting end of the year goals while in school. One of the most important characteristics of teaching is being able to adapt to the different learning styles of the students in your class. The Universal Design concept allows for this and it also really helps those with disabilities (fulfills IDEA). This design is flexible and allows students to be engaged (increases interest and motivation) in their work and be empowered to learn more on their own (hands on approach) through this concept and its alternative methods (technology usage). Teachers are thus able to incorporate more alternative assessment in their lesson planning rather than the typical traditional assessment.
Standards-based Educational Reform is the goal our education system needs to be shooting for. Students’ progress needs to be measured by clear and appropriate standards but they also need to be challenging. I believe too many states are lenient in regards to their standards and this has to change. Teachers are either not aware of this or they are not fulfilling their teaching obligations. That is why an accountability system within this Standards-based Educational Reform is necessary. Teachers who commit themselves to the standards will be rewarded for their students’ progress (reaching standards). When will we finally realize our education system is in complete flux? Will a Standards-based Educational Reform or a Universal Design concept be implemented anytime soon? We can only hope!
The Universal Design concept is a great idea because a lot of students under NCLB are not meeting end of the year goals while in school. One of the most important characteristics of teaching is being able to adapt to the different learning styles of the students in your class. The Universal Design concept allows for this and it also really helps those with disabilities (fulfills IDEA). This design is flexible and allows students to be engaged (increases interest and motivation) in their work and be empowered to learn more on their own (hands on approach) through this concept and its alternative methods (technology usage). Teachers are thus able to incorporate more alternative assessment in their lesson planning rather than the typical traditional assessment.
Standards-based Educational Reform is the goal our education system needs to be shooting for. Students’ progress needs to be measured by clear and appropriate standards but they also need to be challenging. I believe too many states are lenient in regards to their standards and this has to change. Teachers are either not aware of this or they are not fulfilling their teaching obligations. That is why an accountability system within this Standards-based Educational Reform is necessary. Teachers who commit themselves to the standards will be rewarded for their students’ progress (reaching standards). When will we finally realize our education system is in complete flux? Will a Standards-based Educational Reform or a Universal Design concept be implemented anytime soon? We can only hope!
Monday, May 18, 2009
Gardner's Multiple Intelligences
Multiple Intelligence (MI) theory relates to the numerous intelligence types and how those relate to a specific learning style. People can have various intelligences and those influence their life roles, preferences, potential, and activities. These intelligence types include linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial-visual, interpersonal, and intrapersonal. The most influential intelligence types in my life are the interpersonal and bodily-kinesthetic categories.
The interpersonal intelligence has always influenced my life because I am a very outgoing person who enjoys helping others and meeting new people. I am a teacher and coach and both of those relate to the interpersonal category. One of the best things in life is social interaction and being an interpersonal person allows you to constantly analyze and figure out others (assess) in order to positively influence their beliefs and actions. This is why I would be a perfect candidate for winning SURVIVOR (will happen one day) because I am extremely interpersonal.
The bodily-kinesthetic intelligence has also shaped my life because I have always been around sports and athletic competition. Athletics definitely improved my balance and body coordination and it’s just always been a huge part of my life. On the other hand, the spatial visual and linguistics categories are my least influential intelligences. Art and English classes were never my favorite while in school and I personally don’t enjoy analyzing pictures and shapes or learning about words. I stick to my social skills and athletic knowledge!
MI can play a huge role in the development of a curriculum in health and PE. Teachers must always adapt their teaching styles based on their students learning styles. This correlates with MI and thus its imperative teachers base their curriculum on a theory such as MI. Some students are visual learners (spatial-visual intelligence) while others learn through the use of words (linguistic intelligence). Teachers can adapt lessons to accommodate such intelligences. This will also allow for various types of assessment in grading and evaluation. Teachers can adjust to the bodily-kinesthetic intelligence students by using authentic assessment (performing task) while using traditional assessment (multiple choice or true-false) to accommodate those logical-mathematical learners.
The interpersonal intelligence has always influenced my life because I am a very outgoing person who enjoys helping others and meeting new people. I am a teacher and coach and both of those relate to the interpersonal category. One of the best things in life is social interaction and being an interpersonal person allows you to constantly analyze and figure out others (assess) in order to positively influence their beliefs and actions. This is why I would be a perfect candidate for winning SURVIVOR (will happen one day) because I am extremely interpersonal.
The bodily-kinesthetic intelligence has also shaped my life because I have always been around sports and athletic competition. Athletics definitely improved my balance and body coordination and it’s just always been a huge part of my life. On the other hand, the spatial visual and linguistics categories are my least influential intelligences. Art and English classes were never my favorite while in school and I personally don’t enjoy analyzing pictures and shapes or learning about words. I stick to my social skills and athletic knowledge!
MI can play a huge role in the development of a curriculum in health and PE. Teachers must always adapt their teaching styles based on their students learning styles. This correlates with MI and thus its imperative teachers base their curriculum on a theory such as MI. Some students are visual learners (spatial-visual intelligence) while others learn through the use of words (linguistic intelligence). Teachers can adapt lessons to accommodate such intelligences. This will also allow for various types of assessment in grading and evaluation. Teachers can adjust to the bodily-kinesthetic intelligence students by using authentic assessment (performing task) while using traditional assessment (multiple choice or true-false) to accommodate those logical-mathematical learners.
Friday, May 15, 2009
Blooms Taxonomy and the Cognitive Domain
A school’s curricular objectives are based upon the cognitive, affective, and psychomotor domains of learning. All three are extremely important but the cognitive domain has been researched and addressed the most. Blooms Taxonomy is based upon the cognitive domain and the thought processes of individuals.
Blooms Taxonomy has six hierarchical levels interrelated with the cognitive domain of thinking. Knowledge (defining or identification), comprehension (understanding), application (apply to solve), analysis (analyze and break down information), synthesis (apply to produce), and evaluation (judging value) are all part of this arrangement. Keep note that knowledge is the lowest part of hierarchy while evaluation is the highest because it’s the most complex.
Teachers must use objectives when lesson planning and creating a curriculum. The objects must include the cognitive domain and should focus on knowledge, comprehension, application, analysis, synthesis, and evaluation. An example of a cognitive objective would be, “name 1 or 2 different skill cue setting techniques taught by the teacher during the closure of the volleyball lesson.” These objectives must also fit specific state or national standards. It’s important that a teacher incorporates each cognitive hierarchy component so that their students can achieve the higher order thinking skills needed to succeed in school and life.
Blooms Taxonomy has six hierarchical levels interrelated with the cognitive domain of thinking. Knowledge (defining or identification), comprehension (understanding), application (apply to solve), analysis (analyze and break down information), synthesis (apply to produce), and evaluation (judging value) are all part of this arrangement. Keep note that knowledge is the lowest part of hierarchy while evaluation is the highest because it’s the most complex.
Teachers must use objectives when lesson planning and creating a curriculum. The objects must include the cognitive domain and should focus on knowledge, comprehension, application, analysis, synthesis, and evaluation. An example of a cognitive objective would be, “name 1 or 2 different skill cue setting techniques taught by the teacher during the closure of the volleyball lesson.” These objectives must also fit specific state or national standards. It’s important that a teacher incorporates each cognitive hierarchy component so that their students can achieve the higher order thinking skills needed to succeed in school and life.
Thursday, May 14, 2009
Standards, Goals, and Objectives
Learning about standards, goals, and objectives are extremely important. All teachers should possess proficient knowledge in understanding the differences between the three and how to apply them into their curriculum and teaching. I have been fortunate enough to have learned about standards, goals, and objectives as well as to have applied them into my teaching during my time at Springfield College.
Standards are national and state based. They incorporate the knowledge and skills students should acquire throughout their educational career. Goals are sub units of standards and are generalized statements about what is to be learned. Objectives are specific student behaviors that are the building blocks of lesson planning and assessment. Just remember that standards are the final outcome (where they should be) of a students educational career; goals represent a unit of teaching (what is to be learned); and objectives are skills students should be able to perform by the end of a certain lesson.
Every school’s curriculum and teaching should focus around proper goals and objectives for their students. Standards are already set into place depending on the state but goals and objectives can differ depending on what units are being taught. All schools need to find a common ground and come up with national goals and objectives. This is a very broad statement but I feel like there are some states in which schools are not creating the proper goals and objectives for their students. Hiring qualified teachers is the main issue but I feel as if some states just don’t put as much effort into their education systems as others. This could be just a biased viewpoint because I am from New York and our state has one of the best education systems in the world. What do you think? Do you agree or disagree with me?
Standards are national and state based. They incorporate the knowledge and skills students should acquire throughout their educational career. Goals are sub units of standards and are generalized statements about what is to be learned. Objectives are specific student behaviors that are the building blocks of lesson planning and assessment. Just remember that standards are the final outcome (where they should be) of a students educational career; goals represent a unit of teaching (what is to be learned); and objectives are skills students should be able to perform by the end of a certain lesson.
Every school’s curriculum and teaching should focus around proper goals and objectives for their students. Standards are already set into place depending on the state but goals and objectives can differ depending on what units are being taught. All schools need to find a common ground and come up with national goals and objectives. This is a very broad statement but I feel like there are some states in which schools are not creating the proper goals and objectives for their students. Hiring qualified teachers is the main issue but I feel as if some states just don’t put as much effort into their education systems as others. This could be just a biased viewpoint because I am from New York and our state has one of the best education systems in the world. What do you think? Do you agree or disagree with me?
Tuesday, May 12, 2009
New York State: Not Meeting Standards
New York
New York
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