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Performance-Based Assessment for Middle and High School Physical Education [With CDROM]
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Table of Contents

Preface Acknowledgments Part I: Introduction to Performance-Based AssessmentChapter 1. The Need for Change Call for Change in Physical Education Standards-Based Instruction Types of Assessment in Standards-Based Instruction Effect on Teaching When Standards Are Used Need for More Assessment in Physical Education Role of Assessment in Physical Education Programs Switch to Performance-Based Assessment Conclusion Chapter 2. What Is Continuous Performance-Based Assessment? Characteristics of Performance-Based Assessment Types of Performance-Based Assessment How Performance-Based Assessment Changes Instruction Advantages of Performance-Based Assessment What to Avoid When Using Performance-Based Assessment Conclusion Part II: Components of Performance-Based AssessmentChapter 3. Rubrics What Is a Rubric? Benefits of Using Rubrics Criteria for Rubrics Simple Scoring Guides Point System Scoring Guides Choices in Writing Rubrics How to Create Rubrics Special Considerations in Creating Rubrics Rubric Hints and Guidelines Conclusion Chapter 4. Developing Performance-Based Assessments Observations Game Play and Modified Game Play Role Playing Event Tasks Student Performances Journals Student Projects Student Logs Conclusion Chapter 5. Open-Response Questions Open-Response Questions Versus Essay Questions Characteristics of Open-Response Questions Types of Open-Response Questions How to Write Open-Response Questions Suggestions for Using Open-Response Questions Conclusion Chapter 6. Portfolios Characteristics of Portfolios Types of Portfolios Portfolio Guidelines in Performance-Based Assessment Evaluating Portfolios Conclusion Chapter 7. Developing Culminating and Progressive Assessments Culminating (Summative) Assessments Progressive Learning Activities and Assessments Tumbling Unit Target Archery Unit Golf Unit Conclusion Chapter 8. Planning for Continuous Performance-Based Assessment Major Unit Focus Culminating (Summative) Assessment and Evaluation Rubric Essential Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources Planning Lessons From the Unit Plan Conclusion Part III: Implementing Continuous Performance-Based AssessmentChapter 9. Continuous Performance-Based Assessment in Team Sports Major Unit Focus Culminating (Summative) Assessment and Evaluation Rubric Essential Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources How to Use the Student Soccer Portfolio Conclusion Chapter 10. Assessing Fitness and Physical Activity Participation New Strategies and Recommendations for Fitness Education and Assessment Integrating Fitness Education and Assessment into the Physical Education Curriculum Resources for Fitness Education Curriculum, Instruction, and Assessment Using Pedometers to Assess Physical Activity Participation Levels Sample Authentic Assessment Strategies for Fitness and Physical Activity Participation Conclusion Chapter 11. Effective Grading in Physical Education Purposes of Grading and Grade Reporting Developing a Meaningful Grading System Problems With Traditional Grading Practices Grade Formats in Physical Education Effective Grading in Physical Education Challenges in Using Effective Grading Practices Grading Practices for Students With Special Needs Hints and Suggestions for More Effective Grading Practices Conclusion Chapter 12. Acquiring Assessment Savvy Planning the Assessment Process Lund and Kirk's Tips for Acquiring Assessment Savvy Conclusion Glossary Bibliography Index About the Authors

About the Author

Jacalyn Lea Lund, PhD, is an associate professor and chair in the department of kinesiology and health at Georgia State University in Atlanta. She has been a teacher educator since 1989 and had 16 years of teaching experience in the public schools prior to that. She has presented on assessment at numerous workshops and has taught numerous classes on assessment in physical education. Dr. Lund has been a member of the National Association for Sport and Physical Education (NASPE) for more than 30 years. She was on the committee that developed the 1995 NASPE content standards for physical education and has served as NASPE president. In 2009 she received a Service Award from the National Association of Kinesiology and Physical Education in Higher Education. She loves spending time with her family, dancing, reading, and, as she puts it, "having her dogs take her for a walk." Mary Fortman Kirk, PhD, is a professor of physical education at NorthernKentuckyUniversity, where she coordinates health and physical education programs. She also taught physical education at the high school level for 10 years. Kirk has given many presentations on portfolios and alternative assessment at conferences, including AAHPERD, NASPE, and the National Association for Physical Education in Higher Education. She was appointed by the Kentucky commissioner of education to serve on the state task force for the development of physical education assessment and performance assessment of new teachers. Kirk earned an MA in motor learning and physical education from MichiganStateUniversity in 1973 and a PhD in motor development and teacher preparation from OhioStateUniversity in 1989. She is the author of two books on pre-sport development programs for the National Alliance for Youth Sports and the Girl Scouts of the USA.

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