{"product_id":"performance-based-assessment-for-middle-and-high-school-physical-education-paperback-softback-9781492570172","title":"Performance-Based Assessment for Middle and High School Physical Education (Paperback \/ softback) 9781492570172","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003ePerformance-Based Assessment for Middle and High School Physical Education\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eJacalyn Lea Lund (Author), Mary Fortman Kirk (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781492570172\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 25 March 2019\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e376 pages\u003cbr\u003e27.9 x 21.6 x 2.7 cm, 1.043 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003ci\u003ePerformance-Based Assessment for Middle and High School Physical Education \u003c\/i\u003eis a cutting-edge book that teachers trust for assessing middle school and high school physical education students. Also a highly popular undergraduate text for courses that focus on performance-based assessment, this new third edition features significant additions, enhancements, and updates: \u003cul\u003e\n\u003cli\u003eNew chapters on effective management and instruction delivery, which make it appropriate for PETE instructors using the book for secondary methods courses\u003c\/li\u003e\n\u003cli\u003eA new chapter on assessments with various instructional models, including Sport Education, Teaching Games for Understanding, Cooperative Learning, Personalized System of Instruction, and Teaching Personal and Social Responsibility\u003c\/li\u003e\n\u003cli\u003eA new chapter on assessing dance (with sample dance units in the web resource)\u003c\/li\u003e\n\u003cli\u003eA new sample unit on ultimate Frisbee in the chapter on invasion games\u003c\/li\u003e\n\u003cli\u003eAn expanded section on cognitive assessments, with suggestions for writing tests\u003c\/li\u003e\n\u003cli\u003eUpdated content on rubrics\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ci\u003ePerformance-Based Assessment\u003c\/i\u003e shows readers how to use portfolios to assess fitness, and it offers an example of a portfolio assessment for a high school fitness course. It also guides readers in using skill tests in physical education.\u003cbr\u003e\u003cbr\u003e Written by two authors with a combined 26 years of experience teaching physical education in public schools, the text discusses various assessment formats, helping PETE students and in-service teachers know both what to assess and how to assess it. Readers learn how to develop culminating and progressive assessments, as well as plan for continuous performance-based assessments and acquire effective teaching strategies for standards-based instruction. All content is aligned with current SHAPE America national standards and is supported by research from educational assessment giants such as Tom Guskey, Richard Stiggins, Dylan William, Robert Marzano, and James Popham.\u003cbr\u003e\u003cbr\u003e The book is organized into four parts, with \u003cb\u003epart I\u003c\/b\u003e introducing readers to performance-based assessment issues such as the need for change in the assessment process, how assessments can be used to enhance learning, the various assessment domains and methods, and the use of rubrics in assessments. \u003cb\u003ePart II\u003c\/b\u003e explores aspects of managing and implementing physical education lessons. In \u003cb\u003epart III\u003c\/b\u003e, readers learn about the components of performance-based assessment, and in \u003cb\u003epart IV\u003c\/b\u003e, they delve into issues affecting grading and implementing continuous performance-based assessment.\u003cbr\u003e\u003cbr\u003e This groundbreaking text explains the theory behind assessment and, through its numerous models, shows how to apply that theory in practice. The text is filled with practical examples, much more so than the typical assessment book. And it is supplemented by a web resource that houses forms, charts, and other material for instructors to use in their performance-based assessments.\u003cbr\u003e\u003cbr\u003e Class size, skill levels, and time factors can make assessments difficult-but far from impossible. The examples in the book are meant to be modified as needed, with the ideas in the book used as starting points.\u003cbr\u003e\u003cbr\u003e Teachers can use the material, examples, and tools in this book to create assessments that enhance student learning, providing them feedback to let them know what they have accomplished and how they can work toward goals of greater competence.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003ci\u003e\u003cb\u003ePart I. Introduction to Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e The Need for Change\u003cbr\u003e The Call for Change in Education\u003cbr\u003e Standards-Based Instruction\u003cbr\u003e Types of Assessment in Standards-Based Instruction\u003cbr\u003e Effect on Teaching When Standards Are Used\u003cbr\u003e Role of Assessment in Physical Education Programs\u003cbr\u003e Changing the Assessment Culture in Physical Education\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Assessing the Psychomotor Domain to Enhance Student Learning\u003cbr\u003e Purpose of Assessment\u003cbr\u003e What Are Performance-Based Assessments?\u003cbr\u003e Characteristics of Performance-Based Assessment\u003cbr\u003e Types of Performance-Based Assessments\u003cbr\u003e Advantages of Using Performance-Based Assessments\u003cbr\u003e Concerns When Using Performance-Based Assessments\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eUsing Cognitive and Affective Learning Domain Assessments Effectively in Physical Education\u003cbr\u003e Traditional Test Questions Used for Cognitive and Affective-Domain Assessments\u003cbr\u003e Selected-Response Questions\u003cbr\u003e Performance-Based Assessments for Cognitive and Affective-Domain Learning\u003cbr\u003e Projects\u003cbr\u003e Journals\u003cbr\u003e Role Plays\u003cbr\u003e What Are Open-Response Questions?\u003cbr\u003e Comparing Open-Response and Essay Questions\u003cbr\u003e Characteristics of Open-Response Questions\u003cbr\u003e Types of Open-Response Questions\u003cbr\u003e How to Write Open-Response Questions\u003cbr\u003e Suggestions for Using Open-Response Questions\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Rubrics\u003cbr\u003e What Is a Rubric?\u003cbr\u003e Benefits of Using Rubrics\u003cbr\u003e Criteria for Rubrics\u003cbr\u003e Choosing the Most Appropriate Rubric\u003cbr\u003e How to Create Quantitative Rubrics\u003cbr\u003e How to Create Qualitative Rubrics\u003cbr\u003e Special Considerations in Creating Rubrics\u003cbr\u003e Rubric Hints and Guidelines\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Managing and Implementing Physical Education Lessons\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Creating a Classroom Climate That Supports Standards-Based Instruction\u003cbr\u003e Creating a Positive Learning Environment\u003cbr\u003e Teacher Expectations\u003cbr\u003e The Importance of Having a Good Learning Climate\u003cbr\u003e Structuring the Classroom Environment\u003cbr\u003e Working With Equipment\u003cbr\u003e Managing Space\u003cbr\u003e Managing Time\u003cbr\u003e Developing Rules for Physical Education Classes\u003cbr\u003e Reinforcing Behaviors\u003cbr\u003e Rewarding Positive Behaviors\u003cbr\u003e Disciplining Students\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Effective Teaching Strategies for Standards-Based Instruction\u003cbr\u003e The Complexity of Games and Physical Activities\u003cbr\u003e How Much to Include in Your Unit of Instruction\u003cbr\u003e Application Tasks\u003cbr\u003e Presenting Learning Tasks\u003cbr\u003e Monitoring Student Learning\u003cbr\u003e Asking Questions in Physical Education\u003cbr\u003e Resources During Instruction\u003cbr\u003e Pacing and Opportunity to Respond\u003cbr\u003e Applying Motor Learning Concepts While Teaching\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eAssessing With Instructional Models\u003cbr\u003e Direct Instruction\u003cbr\u003e Sport Education Instructional Model (IM)\u003cbr\u003e Tactical Games or Teaching Games for Understanding Instructional Model (IM)\u003cbr\u003e Cooperative Learning\u003cbr\u003e Personalized System of Instruction\u003cbr\u003e Teaching Personal and Social Responsibility\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Components of Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eDeveloping Culminating and Progressive Assessments\u003cbr\u003e Culminating (Summative) Assessments\u003cbr\u003e Progressive Learning Activities and Assessments\u003cbr\u003e Tumbling Unit\u003cbr\u003e Target Archery Unit\u003cbr\u003e Golf Unit\u003cbr\u003e Soccer Unit\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9. \u003c\/b\u003ePlanning for Continuous Performance-Based Assessment\u003cbr\u003e Major Unit Focus\u003cbr\u003e Culminating (Summative) Assessment and Evaluation Rubric\u003cbr\u003e Essential Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e Planning Lessons From the Unit Plan\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eDeveloping Standards-Based Units of Instruction for Invasion Sports\u003cbr\u003e Major Soccer Unit Focus\u003cbr\u003e Culminating (Summative) Assessment and Evaluation Rubric\u003cbr\u003e Essential Soccer Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e How to Use the Student Soccer Portfolio\u003cbr\u003e Ultimate: Standards-Based Unit of Instruction\u003cbr\u003e Major Ultimate Unit Focus\u003cbr\u003e Culminating or Summative Assessment and the Evaluation Rubric\u003cbr\u003e Essential Ultimate Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Using Portfolios to Assess Physical Activities and Fitness\u003cbr\u003e Types of Portfolios\u003cbr\u003e Advantages of Using Portfolio Assessment\u003cbr\u003e Disadvantages of Using Portfolios\u003cbr\u003e Portfolio Guidelines in Performance-Based Assessment\u003cbr\u003e Evaluating Portfolios\u003cbr\u003e Integrating Fitness Education and Assessment Into the Physical Education Curriculum\u003cbr\u003e Resources for Fitness Education Curriculum, Instructions, and Assessment\u003cbr\u003e Using Technology to Assess Physical Activity Participation Levels\u003cbr\u003e High School Fitness Portfolio\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Using Standards-Based Instruction to Teach Dance\u003cbr\u003e Why Include Dance in Physical Education?\u003cbr\u003e Planning a Dance Unit\u003cbr\u003e Teaching Structured Dance\u003cbr\u003e Teaching Creative Dance\u003cbr\u003e Teaching Social Dance\u003cbr\u003e Using Portfolios to Assess Dance\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. Grading and Implementing Continuous Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Effective Grading in Physical Education\u003cbr\u003e Purposes of Grading and Grade Reporting\u003cbr\u003e Developing a Meaningful Grading System\u003cbr\u003e Problems With Traditional Grading Practices\u003cbr\u003e Grade Formats in Physical Education\u003cbr\u003e Effective Grading in Physical Education\u003cbr\u003e Grading Before You Have a Rubric Developed\u003cbr\u003e Challenges in Using Effective Grading Practices\u003cbr\u003e Grading Practices for Students With Special Needs\u003cbr\u003e Hints and Suggestions for More Effective Grading Practices\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eAcquiring Assessment Savvy\u003cbr\u003e Planning the Assessment Process\u003cbr\u003e Lund and Kirk’\u003cbr\u003es Tips for Acquiring Assessment Savvy\u003cbr\u003e Conclusion\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003c\/font\u003e","brand":"Human Kinetics","offers":[{"title":"Brand New","offer_id":52742526239000,"sku":"9781492570172","price":50.99,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/freshlyprintedbooks.co.uk\/products\/performance-based-assessment-for-middle-and-high-school-physical-education-paperback-softback-9781492570172","provider":"Freshly Printed Books","version":"1.0","type":"link"}