Understanding Authentic Assessments in Education: Types, Rubrics, & Measuring Activity, Quizzes of Physical Education and Motor Learning

Download Understanding Authentic Assessments in Education: Types, Rubrics, & Measuring Activity and more Quizzes Physical Education and Motor Learning in PDF only on Docsity! TERM 1 Characteristics of Authentic Assessments DEFINITION 1 Present challenges that represent real-life Require higher- level thinking Knowledge of standards for assessment from beginning Part of curriculum Presentable culmination of program Emphasis on process, not just product TERM 2 Checklist rubric DEFINITION 2 evaluation based on a list of characteristics that are recorded as existing or not (i.e., yes/no ratings) TERM 3 Point system rubrics DEFINITION 3 like checklist except point-value assigned to characteristics TERM 4 Holistic rubrics DEFINITION 4 motor skill assessed as a whole. May utilize checklists TERM 5 Analytical rubrics DEFINITION 5 evaluation of component parts of a skill TERM 6 Portfolios DEFINITION 6 collection of students work Indicates maturation throughout coursework TERM 7 Real-world culmination DEFINITION 7 an event that signifies having achieved or reached a level of proficiency (i.e., track meet, hiking, etc.) TERM 8 Concerns of Authentic and Alternative Assessments DEFINITION 8 Reliability, objectivity, validity are sometime suspect Scoring rubric sensitivity and accuracy Using standards is more reliable Grading time TERM 9 Sport Skill Tests DEFINITION 9 Accuracy tests Wall Volley tests Total Bodily Movement tests Throws, Kicks, Strokes for Power or Distance tests Combination tests TERM 10 Objective rating scale DEFINITION 10 clearly defined scoring system, no scorer (subjectivity) effect TERM 21 Performance DEFINITION 21 Excellent means to evaluate instructional objectives Good means to evaluate achievement Sports lend themselves to evaluation through performance Establish an Authentic Assessment TERM 22 Procedures DEFINITION 22 Define what is to be measured use instructional objectives Select a measuring instrument discriminate performance based on instructional objectives Pretest the instrument 5 15 test runs for tester familiarity Revise test and procedures based on pretest Administer instrument conduct test Evaluate test evaluate reliability, objectivity, validity Revise final battery revisions based on evaluation Develop standards establish local norms TERM 23 Considerations DEFINITION 23 Process can be evaluated without regard to outcome. Use to establish technique TERM 24 Difficult to accurately study the direct effects of physical activity on health due to: DEFINITION 24 Multidimensional aspects of physical activity (Frequency, intensity, mode, & duration, all influence acute & chronic responses) Physical activity patterns change across lifespan Health benefits of activity are specific to type of activity and offer different health outcomes (i.e., yoga benefits psychological well-being more so than cardiorespiratory fitness) TERM 25 Difficult to accurately study the direct effects of physical activity on health due to: DEFINITION 25 Additionally, physical activity contains psychological and sociological aspects that are equally as important and influential as the physical Physical activity participation is most likely woven into lifestyle and is difficult to isolate from other lifestyle aspects. TERM 26 Why Measure Physical Activity DEFINITION 26 Better understanding of: Links between physical activity and health Long-term health outcomes and physical activity across lifespan Link between competitive sport participation and high risk behaviors (i.e., professional athletes) Psychosocial aspects of physical activity participation TERM 27 Physical Activity Diary DEFINITION 27 subjective entries by participants, can focus input into outcome data (frequency, intensity, duration, mode, context, total,) limited by social desirability (participants self-reports something better about themselves because of desire to show better health or physical condition.) Entry becomes more of an ideal description of oneself as opposed to the reality. TERM 28 Recall Questionnaire DEFINITION 28 subjective entries by participants, can focus input into outcome data (frequency, intensity, duration, mode, context, total,) limited by recall ability of subject. TERM 29 Motion Sensors DEFINITION 29 devices that measure actual movement, can focus input into outcome data (frequency, intensity, duration, mode, context, total,) insensitive to intensity changes during activity, inadequate use of device and influence data TERM 30 Heart Rate Monitors DEFINITION 30 activity intensity and heart rate are directly related, good ability to capture real data (individual responses,) can focus input into outcome data (frequency, intensity, duration, mode, context, total,) limited by heart rate responses to other aspects of life (i.e., stress.) TERM 31 Direct Observation DEFINITION 31 participation observed by trained practitioners, can focus input into outcome data (frequency, intensity, duration, mode, context, total,) limited by expertise of rater. TERM 32 Indirect Calorimetry DEFINITION 32 measuring gas exchange (expired CO2 is directly proportional to O2 and energy used,) can focus input into outcome data (frequency, intensity, duration, mode, context, total,) limited by need for sophisticated equipment and adequate training of tester. TERM 33 Measuring Activity Across Lifespan DEFINITION 33 Testing batteries exist for different phases of life (i.e., Fitnessgram for children and adolescents, Adult Fitness Testing for healthy adults, Older Adult battery for seniors.