University of the Visayas

GRADUATE SCHOOL
Colon Street, Cebu City, 6000 Philippines
Tel. Nos. 251-5061

DOCTOR OF EDUCATION – MAJOR IN PHYSICAL EDUCATION

PE 616 – Assessment of Learning in Physical Education and Athletics

MID-TERM EXAMINATION

NAME :____Charity G. Ronamo DATE :________

ADDRESS :___Doroluman, Arakan, Cotabato_ SCORE :________
_____________________________ RATING :________

PROFESSOR: DR. ILDEBRANDO N. BUOT

1. Discuss the importance of assessment in Physical Education? Explain

(25 POINTS)
Assessments are the tool that physical educators use to measure the skills

and fitness levels their students are learning and attaining in their PE class.

Assessing in PE helps to show others (parents, school administrators, other

teachers and yourself) what students are learning in your physical education

class. They should demonstrate what students know or what they can do.

Assessments are needed to let students, parents and teachers know what

areas or skills need to be improved upon. Assessments can also be used to

help show others the importance of PE classes. In times where budgets are

tight and school programs are in jeopardy of being cut, it is important to use

assessments to measure and validate student learning that is happening in

your PE program. As PE teachers, we can use assessments to help display

that we are doing our jobs as a physical educator. When student

assessments show their fitness/skill levels are increasing, that helps to prove

that your physical education program is credible and valuable.

2. Explain why assessment is an integral part of the total Physical

Education activities. (25 POINTS)

Assessment is the practice of collecting evidence of student learning. It is a

vital and integral part of classroom instruction, and serves several purposes

and audiences.

First and foremost, it gives feedback to students, teachers, schools and

parents on the effectiveness of teaching and on students’ strengths and

weaknesses in learning.

Second, it provides information to schools, school systems, government,

tertiary institutions and employers to enable them to monitor standards and

to facilitate selection decisions.

The most important role of assessment is in promoting learning and

monitoring students’ progress. However, in the senior tertiary level, the

roles of assessment for certification and selection come to the fore.

Inevitably, these imply high stake uses of assessment since the results are
typically used to make critical decisions about individuals.

3. Explain at least five assessment tools used in Physical Education

settings. Give one concrete application for each tool. (25 POINTS)

Portfolio assessment:
A purposeful and representative collection of student work that conveys a

story of progress, achievement and/or effort. The student is involved in

selecting pieces of work and includes self-reflections of what understandings

the piece of work demonstrates. Thus, criteria for selection and evaluation

need to be made clear prior to selection. Portfolio is used by a student

teacher in her practice teaching activities. At the end of the semester a

prospective teacher is required to submit a student teaching portfolio.

Performance assessment:

Assessments that allow students to demonstrate their understandings and

skills (to a teacher or an outsider) as they perform a certain activity. They

are evaluated by a teacher or an outsider on the quality of their ability to

perform specific tasks and the products they create in the process.

This tool is used by a teacher in assessing performance in Folk Dance.

Checklists

Checklists usually offer a yes/no format in relation to student demonstration

of specific criteria. This is similar to a light switch; the light is either on or

off. They may be used to record observations of an individual, a group or a

whole class. Checklists can also be used to communicate a student’s learning

to his/her parents.

The following are the purposes of Checklist:

To provide tools for systematically recording observations;

To provide students with tools that they can use for self-evaluation;

To provide examples of criteria for students at the beginning of a project or

learning activity;

To document the development of the skills, strategies, attitudes, and

behaviours that are necessary for effective learning; and

To identify students’ learning needs by summarizing learning to date.

Rating Scales

Rating Scales allow teachers to indicate the degree or frequency of the

behaviours, skills and strategies displayed by the learner. To continue the

light switch analogy, a rating scale is like a dimmer switch that provides for

a range of performance levels. Rating scales state the criteria and provide

three or four response selections to describe the quality or frequency of

student work.

Teachers can use rating scales to record observations and students can use

them as self-assessment tools. Teaching students to use descriptive words,

such as always, usually, sometimes and never helps them pinpoint specific

strengths and needs. Rating scales also give students information for setting
goals and improving performance. In a rating scale, the descriptive word is

more important than the related number. The more precise and descriptive

the words for each scale point, the more reliable the tool.

Effective rating scales use descriptors with clearly understood measures,

such as frequency. Scales that rely on subjective descriptors of quality, such

as fair, good or excellent, are less effective because the single adjective

does not contain enough information on what criteria are indicated at each

of these points on the scale.

Anecdotal Notes

Anecdotal notes are used to record specific observations of individual

student behaviours, skills and attitudes as they relate to the outcomes in the

program of studies. Such notes provide cumulative information on student

learning and direction for further instruction. Anecdotal notes are often

written as the result of ongoing observations during the lessons but may

also be written in response to a product or performance the student has

completed. They are brief, objective and focused on specific outcomes.

Notes taken during or immediately following an activity are generally the

most accurate. Anecdotal notes for a particular student can be periodically

shared with that student or be shared at the student’s request. They can

also be shared with students and parents at parent–teacher–student

conferences.
4. Identify at least five guiding principles in assessing students’
performance in Physical Education. (25 POINTS)

The following are guiding principles in assessing students’ performance in

Physical Education:
1. Assessment of learning is an integral part of the teaching-learning

process.

2. Assessment tool should match with performance objective.

3. The results of assessment must be fed back to the learners.

4. In assessing learning, teachers must come up with a variety of ways of

assessing learning.

5. To contribute to the building of the culture of success in the school, it is

pedagogically sound that in our assessment techniques we give some

positive feedback along with not so good ones.

Submitted By: Charity G. Ronamo

Doctorand in Physical Education
Second Trimester, S.Y. 2020-2021

Submitted To: Dr. Ildebrando N. Buot

Professor