TY  - BOOK
AU  - Lund,Jacalyn Lea
AU  - Kirk,Mary Fortman
TI  - Performance-based assessment for middle and high school physical education
SN  - 9781492570172 (print)
AV  - GV362.5 .L86 2020
U1  - 613.70712 L97 23
PY  - 2020///]
CY  - Champaign, Illinois
PB  - Human Kinetics
KW  - Physical education and training
KW  - Study and teaching (Secondary)
KW  - Examinations
KW  - Educational tests and measurements
N1  - Includes bibliographical references and index; 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 Instructional Model (IM) Tactical Games or Teaching Games for Understanding Instructional Model (IM) Cooperative Learning Personalized System of 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 Using Technology to Assess Physical Activity Participation Levels High School Fitness Portfolio 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
; JHS; Music, Arts,Physical Educ & Health (MAPEH); CoED; Bachelor of Physical Education
N2  - The third edition of this popular and authoritative text includes three new chapters and numerous revisions and updates—all designed to help you effectively develop and use performance-based assessments. Comes with a web resource
ER  -