Efnisyfirlit

• Cover
• Title Page
• Copyright
• Dedication
• Contents
• Preface
• Acknowledgments
• Part I: Introduction to Performance-Based Assessment
  • Chapter 1. The Need for Change
    • The Call for Change in Education
    • Standards-Based Instruction
    • Types of Assessment in Standards-Based Instruction
    • Effect on Teaching When Standards Are Used
    • Role of Assessment in Physical Education Programs
    • Changing the Assessment Culture in Physical Education
    • Conclusion
  • Chapter 2. Assessing the Psychomotor Domain to Enhance Student Learning
    • Purpose of Assessment
    • What Are Performance-Based Assessments?
    • Characteristics of Performance-Based Assessment
    • Types of Performance-Based Assessments
    • Advantages of Using Performance-Based Assessments
    • Concerns When Using Performance-Based Assessments
    • Conclusion
  • Chapter 3. Using Cognitive and Affective Learning Domain Assessments Effectively in Physical Education
    • Traditional Test Questions Used for Cognitive and Affective-Domain Assessments
    • Selected-Response Questions
    • Performance-Based Assessments for Cognitive and Affective-Domain Learning
    • Projects
    • Journals
    • Role Plays
    • What Are Open-Response Questions?
    • Comparing Open-Response and 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 4. Rubrics
    • What Is a Rubric?
    • Benefits of Using Rubrics
    • Criteria for Rubrics
    • Choosing the Most Appropriate Rubric
    • How to Create Quantitative Rubrics
    • How to Create Qualitative Rubrics
    • Special Considerations in Creating Rubrics
    • Rubric Hints and Guidelines
    • Conclusion
• Part II: Managing and Implementing Physical Education Lessons
  • Chapter 5. Creating a Classroom Climate That Supports Standards-Based Instruction
    • Creating a Positive Learning Environment
    • Teacher Expectations
    • The Importance of Having a Good Learning Climate
    • Structuring the Classroom Environment
    • Working With Equipment
    • Managing Space
    • Managing Time
    • Developing Rules for Physical Education Classes
    • Reinforcing Behaviors
    • Rewarding Positive Behaviors
    • Disciplining Students
    • Conclusion
  • Chapter 6. Effective Teaching Strategies for Standards-Based Instruction
    • The Complexity of Games and Physical Activities
    • How Much to Include in Your Unit of Instruction
    • Application Tasks
    • Presenting Learning Tasks
    • Monitoring Student Learning
    • Asking Questions in Physical Education
    • Resources During Instruction
    • Pacing and Opportunity to Respond
    • Applying Motor Learning Concepts While Teaching
    • Conclusion
  • Chapter 7. Assessing With Instructional Models
    • Direct Instruction
    • Sport Education IM
    • Tactical Games or Teaching Games for Understanding IM
    • Cooperative Learning
    • Personalized System for Instruction
    • Teaching Personal and Social Responsibility
    • Conclusion
• Part III: Components of Performance-Based Assessment
  • Chapter 8. Developing Culminating and Progressive Assessments
    • Culminating (Summative) Assessments
    • Progressive Learning Activities and Assessments
    • Tumbling Unit
    • Target Archery Unit
    • Golf Unit
    • Soccer Unit
    • Conclusion
  • Chapter 9. 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
  • Chapter 10. Developing Standards-Based Units of Instruction for Invasion Sports
    • Major Soccer Unit Focus
    • Culminating (Summative) Assessment and Evaluation Rubric
    • Essential Soccer Knowledge, Skills, and Abilities
    • Progressive Learning Activities and Formative Assessments
    • Critical Resources
    • How to Use the Student Soccer Portfolio
    • Ultimate: Standards-Based Unit of Instruction
    • Major Ultimate Unit Focus
    • Culminating or Summative Assessment and the Evaluation Rubric
    • Essential Ultimate Knowledge, Skills, and Abilities
    • Progressive Learning Activities and Formative Assessments
    • Critical Resources
    • Conclusion
  • Chapter 11. Using Portfolios to Assess Physical Activities and Fitness
    • Types of Portfolios
    • Advantages of Using Portfolio Assessment
    • Disadvantages of Using Portfolios
    • Portfolio Guidelines in Performance-Based Assessment
    • Evaluating Portfolios
    • Integrating Fitness Education and Assessment Into the Physical Education Curriculum
    • Resources for Fitness Education Curriculum, Instructions, and Assessment
    • Culminating Assessment for a Lifetime Fitness and Physical Activity Unit or Class in High School
    • Conclusion
  • Chapter 12. Using Standards-Based Instruction to Teach Dance
    • Why Include Dance in Physical Education?
    • Planning a Dance Unit
    • Teaching Structured Dance
    • Teaching Creative Dance
    • Teaching Social Dance
    • Using Portfolios to Assess Dance
    • Conclusion
• Part IV: Grading and Implementing Continuous Performance-Based Assessment
  • Chapter 13. 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
    • Grading Before You Have a Rubric Developed
    • Challenges in Using Effective Grading Practices
    • Grading Practices for Students With Special Needs
    • Hints and Suggestions for More Effective Grading Practices
    • Conclusion
  • Chapter 14. Acquiring Assessment Savvy
    • Planning the Assessment Process
    • Lund and Kirk’s Tips for Acquiring Assessment Savvy
    • Conclusion
• Glossary
• Bibliography
• Index
• About the Authors

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