Standards-based assessment, grading, and professional development of California middle school physical education teachers

Robert Daniel Michael, Collin Webster, Debra Patterson, Patricia Laguna, Clay Sherman

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)

Abstract

Purpose: This study examined California middle school physical education teachers' (grades 6-8) use of assessments based on state standards to grade their students. Method: An electronic survey was used to collect data. Results: Of the 309 teachers surveyed, 74% based their assessments on the state physical education standards. Teachers who used standards-based assessments were more prone to assigning higher percentages of students' grades to achievement-based assessments (e.g., skills testing, fitness, standards competency) than teachers who did not use standards-based assessments. However, all teachers gave similar weightings to administrative-based assessments (e.g., dressing out appropriately). Most of the teachers (91.2%) who reported not using standards-based assessments had limited to no professional development pertaining to the standards and perceived this as the biggest challenge to using standards-based assessments. Discussion/Conclusion: This study shows that professional development may be an important factor in teachers' use of standards-based assessments and achievement-focused grading in middle school physical education.

Original languageEnglish
Pages (from-to)277-283
Number of pages7
JournalJournal of Teaching in Physical Education
Volume35
Issue number3
DOIs
Publication statusPublished - 1 Jul 2016

Bibliographical note

Publisher Copyright:
© 2016 Human Kinetics, Inc.

Keywords

  • Evaluation
  • Professional development
  • Student achievement
  • Teaching

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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