# data[].attributes.body
I really like the idea of creating appropriate rubrics for P.E. self-assessments. These assessments can help students evaluate their progress, effort, attitude, etc. When students take ownership of these, there is a greater chance for intrinsic feelings of satisfaction and accomplishment. Nevertheless, I think teachers have a responsibility to explicitly teach students how to self-assess themselves first.

# data[].attributes.body
Assessment is a process. We must realize that not every student is the same. Much like the classroom, students have their strengths and weakness and we must take that into consideration when we teach PE. Look for students participation, their effort, their skill and their improvement. Allow students the opportunity to express their knowledge in different forms such as orally, physically or in written form.

# data[].attributes.body
Assessment is particularly effective when students play a significant role in the development of the rubric and in the assessment process itself (ie self and/or peer assessment).  This process ensures that the expectations are clear/fair and tailored to the students, and that the assessment is constructive, personalised, and meaningful.

Assessment should track student growth and empower/motivate students by giving them a sense of autonomy and control over their learning and development.

This view of assessment would be portable in its application across subjects and physical domains.

# data[].attributes.body
Gymnastics Lesson Assessment Rubric Created for in class lesson

Gymnastics Self AssessmentReferenceused when creating our assessment rubrics: [Pangrazi, R. & Gibbons, S.L. (2009). Dynamic physical education for elementary school children (2nd Canadian Edition). Toronto, ON: Pearson Education.] This is a general rubric that can be used for selfassessment by student, or have teacher fill this out.

Today I was a Team Captain because I was … (student exceeds teachers expectation) On time Dressed appropriately Kept on task and tried my best Demonstrated positive behaviours that show respect for my classmates and teacher Played safe, and fair

Followed instructions

Kept a positive attitude Made an large effort to try to learn the steps and basic skills. Tried to help others with basic skills and movement, tried to practice skills that were taught in order to make improvement I watched and payed attention during all gymnastics skills demonstrations, I participated in warm up and got my heart rate elevated

Today I was a Team Leader because I…. (fully meets expectations) I was on time and dressed appropriately today I usually was on task and tried my best I demonstrated a positive behavior that showed respect for my classmates and teacher most of the time I watched and payed attention during all gymnastics skills demonstrations, I participated in warm up and got my heart rate elevated Played safe, fair and most of the time Made an effort to try to learn the steps, basic skills and movement, practiced some of the skills that were taught in order to improve Today I was a good participant (minimally meets expectations) I was on time and dressed appropriately Sometimes I was on task, additionally I tried my best some of the time I demonstrated a positive behaviour that show respect for classmates and teacher some of the time Tried many of the gymnastics moves but not all, could have given more effort towards learning the steps and basic skills I watched and was mostly paying attention during some of the gymnastics skills demonstrations, I participated satisfactorily during warm up and got my heart rate elevated somewhat

Today I was getting started…. (not yet within expectations) Late and or inappropriately dressed On task minimally and did not try my best Rarely demonstrated positive behaviours that show respect for my classmates and teacher Rarely played safe, or fair I did not have a great day in PE but will work harder next time to be successful I need to work harder on paying attention during the gymnastics skills demonstrations. I also need to work on getting my heart rate elevated during warm up

# data[].attributes.body
I think if you start with a base criteria for your three aspects of PE (Physical, Cognitive and Affective), and you then move into creating a rubric where students are exceeding, meeting fully, meeting minimally, or approaching the criteria, then there will be a base for your students to look at and understand where they are falling. I think sharing your criteria and your rubrics with students will help them understand where they fall, and what goals they might have to improve or change where they are with their skills in Gym class. I think it is important to talk to students about the differences between physical, cognitive, and affective assessment and make sure they understand that Gym class is not ALL physical and that those who feel very self-conscious with their body and their physical abilities still have two domains where they may be able to excel. This will likely increase the motivation of those students to participate more fully in your class.

# data[].attributes.body
An example of an assessment and rubric for yoga could look like this:

Physical Development:

1.  Demonstrates correct posture

2.  Demonstrates breathing techniques

3.  Demonstrates balance and coordination

Cognitive Development:

1.  Understands body-mind connection 2. Knows personal limits (listen to their bodies)

3. Understands alignment and personal space
Affective Development:
1.  Able to follow directions

2.  Shows personal participation

3.  Feels successful

Scale:

3-Demonstrates all three cues all the time with no mistakes

2-Demonstrates two cues all the time with no mistakes

1-Demonstrates one cue all the time with no mistakes

0-Cannot demonstrates any of the cues

# data[].attributes.body
I think that assessments are in all the different movement dimensions. Self-assessment is a great tool that makes it personal and students can see progress or where they may need to improve. Physical activity can be challenging for some, and assessments may not be valuable if it is geared to the entire class. We all have to learn our physical abilities, but need to focus on our own improvements. Simple details and proper tools which can help students improve is important. In regards to dance, alternative environments, etc. these creative activities are challenging, but participation is what really matters.

# data[].attributes.body
In PE a mixture of self assessment and assessment is ideal. While students are learning new skills they can self

assess during the process and this will contribute to their success. By self assessing students are encouraged to reflect on their progress and effort and hopefully this helps them to to perform to the best of their ability. In our Yoga lesson we used a rubric to assess the three domains (cognitive, affective and physical) and this would be done as a final evaluation. If self assessment has been used leading up to the final assessment students are more self aware and hopefully know what they can do to improve or what they did well.

# data[].attributes.body
I think that self-assessment is the way to go for P.E. It really gives children the opportunity to reflect on their own learning and to tap into how they feel about themselves and their progress, which also helps them set realistic and attainable goals for themselves. I think a key part of self-assessment is to make sure students are not put on the spot in front of their classmates. We want students to feel comfortable expressing themselves and to give honest interpretations of how they are doing in a particular area.

# data[].attributes.body
A journal entry would be a great way to assess cognitive, affective, and psychomotor domains. I think teachers should give students a specific criteria for each unit so that students have a clear understanding of what the teachers are expecting. The entry should include: self-evaluating their feelings before and after (or even during) an activity and writing down skills and strategies they learned/ gained. The journal portion should not be limited to written work, but we should give options to express themselves in multimodal methods.

# data[].attributes.body
When it comes to assessment it really needs to be fair. There are some students who may be trying really hard but just can’t get the skill that is being taught, while others barely try and get the skill perfectly. This is why multiple forms of assessment should always be used. I think that effort and self improvement should always be at the fore-front of assessment . I think self assessment is a great way to go about measuring this. Even young kids can do this by doing it orally or incorporating images in the assessment sheet.

# data[].attributes.body
I think rubrics are a great tool for assessing students. Teachers can use them to determine where students are at in their learning and develop future lessons based on their findings. Pre and post self-evaluations can be done individually or as a group in order for students to reflect. They can also be delivered in a variety of ways such as visually or orally to appeal to different learning styles.

# data[].attributes.body
I think that the type of assessment depends on what activity is being taught in physical education. For many activities self-evaluation can be a useful tool. This allows students to either think about or actually record their thoughts on all three aspects of assessment. Another useful tool could be a rubric. This would work well when assessing group work, such as a dance routine, but could work for individual assessing as well. This way students will know what they are being assessed on in class.

# data[].attributes.body
I think assessment is very important in Physical Education but the type of assessment should vary depending on the activities being taught. Rubrics can act as a very valuable resource for teachers to evaluate students' learning but I think self-assessment is too often overlooked and can act as a great learning tool and motivator for the students. Self-assessment can also help to reinforce key concepts taught in P.E. and this can be valuable and engaging for student learning.

# data[].attributes.body
We have discussed in class the fact that it is hard to assess a student in PE, because in some cases certain students may not be able to perform the task; however, they may have a solid understanding of the skill required. That is why I believe that although developing particular skill sets is important, participation and self-assessment are valuable tools for assessing students development in the cognitive, psychomotor and affective domains in PE.

# data[].attributes.body
I strongly believe in the idea of using self-assessment as a tool to assess and measure a student's level

of participation and understanding across all three domains of psychomotor, cognitive and affective

Physical Education. I believe this tool to be effective in allowing students to reflect on their contribution

in class and take ownership of their actions. It can be used for all ages and just like we saw from the group

teach this week, can be visual, written or oral.

# data[].attributes.body
I think planning a visual, clear, and simple assessment where both students and teacher are co-creating a rubric that includes all the aspect of the three domains in any different movement dimensions is vital. It helps P.E. teachers to contribute to students' motivation and success and to be aware of the inclusion and students' learning style. I like the diagram of Kelsey from SEL that shows different students have different zone for learning and the best zone is when students are ready to learn.

# data[].attributes.body
As often as possible I like to supply students with a rubric. I think transparency in assessment is one of the most effective strategies for keeping students focused, as well as for their own development. When expectations are made clear from the start it enables students to take at least partial responsibility for their assessment as they are able to gauge how they're doing against the expectations at all stages and can adjust accordingly.

I have also found peer and self assessment, or reflection journals (although generally rocky until students become used to it) to be highly effective for students in terms of accountability and higher thinking.

# data[].attributes.body
It is important to have various assessment tools for various occasions. I really like the tool where if a student does

not want to participate in a physical activity because they are embarrassed or do not feel like they are improving in a skill then

they can walk you through the steps verbally (cognitive) to show you they know how the procedure is done. Adaptations/modifications

such as doing the simple choreography of a dance for the whole class to master as a whole and them adding on the more complex psycho-motor

skills to those that choose to have a challenge. This allows you to asses all ranges of abilities and also makes the students feel like they have accomplished a task themselves

(cognitive and affective). In addition, the language used to help the students along is also encouraging for assessment ("If you do not feel comfortable the you can do this.... instead....."

They can then take their concerns to a PE journal which can be done on a daily basis after PE for assessment not only for you the teacher but reflection time for the student as well.

# data[].attributes.body
Cognitive and Psychomotor Domains: Rubrics

(understanding + demonstration)

Affective Domain: Journals/Logs

(reflections)

+

Adapted to Movement dimensions

# data[].attributes.body
As noted in Chapter 6, we as educators need to diversify our assessment strategies with quantifiable/qualifiable descriptors, pre-, formative, summative assessment, and the 4 essential principles of assessment. Personalizing curriculum by co-creating clear criteria and developing an ongoing rapport with the students I believe will be important in respecting all learners and their development. For example creating P.E. journals where students can incorporate the various ways they assess themselves and are assessed by the teacher and to keep track over the year I think will be great for teaching healthy life skills and self regulation. Depending on the development level of students their P.E. journal can include various tracking such as exit slips, journal entries, fitness tests, and self-assessment criteria as listed in Chapter 6. The visual and tangent piece can help motivate and encourage students as it acts as a reminder of their previous accomplishments. As well, the TPSR model fits well with the journal idea as it adds to the value of personal and social responsibility.

# data[].attributes.body
When students are being assessed there should be no surprises. They should clearly understand what is expected of them from the beginning. They might be involved in the development of a rubric that could assess their affective and psychomotor skills. Allowing students to asses themselves prior to, and following, activities will give them some ownership. An activity such as a journal may be compared with notes the teacher has taken to see how closely the two assessments mesh.

# data[].attributes.body
PE Assessment should be a combination of formative, summative and self assessment. Criteria and rubrics should be readily shared with students prior to learning along with descriptive feedback along the way. Assessment for learning is more effective than assessment of learning in a gym. Having students coach their peers and work towards a common goal will increase ownership and make it easier to assess formatively and for the students to assess themselves.

# data[].attributes.body
I think rubrics are helpful in assessing students' cognitive, psychomotor and affective skills; they explicitly describe the criteria students should be striving for. It can be especially engaging for students if they are part of the rubric development process--the language would probably be more developmentally appropriate if it came from a peer.

# data[].attributes.body
I think that self-assessment is a good tool to use to assess and measure students in PE. It allows students to take ownership of and reflect on their learning. Self-assessment can also be used with students of all ages. An example of this was used in the group teaching this week. The rubric contained visual representations which are very helpful for younger students and visual learners. Self-assessment also provides teachers with an understanding of their student’s abilities, learning and progress.

# data[].attributes.body
I think self-assessment is an appropriate tool to use for all ages. It allows each student to practice thinking critically about the three domains -psychomotor, cognitive and affective. Student engagement and student effort is something that should be assessed each lesson, and student's can assess themselves. From this, goal setting can be introduced and incorporated in each PE lesson.

# data[].attributes.body
Building on our assessment rubric for the dance lesson, I think it would be beneficial for students to do a journal entry that only the teacher would read. The journal should address both the student's understanding of the lesson, and also how they feel about what they learned. This way the teacher can assess cognitive and affective elements of physical education.

# data[].attributes.body
The dance group presentation did a great job of

creating an assessment and measurement tool for

the affective, cognitive, and physical domains. They

created a rubric that had statements that addressed

each domain. For example, the cognitive domain

statements were: (1) I did not understand the

directions; (2) I understood most of the directions;

and (3) I understood all of the directions. Creating

such a rubric that includes statements from each

domain is a great way for students to self-evaluate

and think about each domain without explicitly

realizing it. This is a picture of the rubric the dance group created.

# data[].attributes.body
I think it is vital for students to be a part of their assessment because this can promote student engagement. We can do this through self-assessment and peer assessment. I believe that the rubric or criteria should be made together as a class so the students are clear about expectations. This can also hold them personally accountable for their success. This can be used in all three domains because it encourages students to use self-monitering strategies and can be used to regulate throughout. I like the diagram that Kelsey from SEL has posted because I think it is very important to find that balance between comfortable and panic. When students are pushing themselves just enough, that is where the maximum learning occurs and where true assessment can be made.

# data[].attributes.body
Based on our class yesterday, I really enjoyed the self-assessment tool that the group used. Having the students identify how they are feeling before the class begins and how the rest of the class are feeling allowed us, as students, to visually see that we were not alone in comfortability with dance. I also really enjoyed how they let the students reflect at the end of the lesson on where they were before we started the dance lesson and how they felt after. I think elements of self assessment, participation, and observations can contribute to assessing 3 domains of PE.

# data[].attributes.body
Self assessment seems to be a great way for students to reflect on their own learning and progress. Having students assess themselves allows a student to feel more control and responsibility, allowing for positive student growth. The self assessment that was performed during today's dance lesson is a great example of how students can reflect and track their own progress. Regularly allowing time for students to reflect on the activities and their comfortability levels will allow a teacher to understand where a student stands with his/her learning (based on the diagram Kelsey(sel) posted).

# data[].attributes.body
I think using rubrics that can be used for self-assessment, or intro and concluding questions that require students to think and then make personal responses are a great way to tackle affective and cognitive learning. Students should be encouraged to self-reflect, self-monitor their learning as well as their attitudes. I think students should be given responsibility for assessing their effort and their attitude, but not necessarily their skills. Focus on being positive and pushing yourself to improve allows for all students to be capable of success.

# data[].attributes.body
Based on the text’s (chapter 6) description of
current thinking on physical literacy, which adheres to a holistic approach, an
assessment and measurement tool could reflect the way the students are engaging
with their learning. The opening activity presented in the ‘dance lesson’ today
would be a good way to begin the critiquing, watching wear the students placed
themselves in the uncomfortable, sort of comfortable, very comfortable
categories. The teacher could use the lessons and activities to gage how they
were using the time, and immersing in the lesson, whether they were
participating (affective/cognitive) and, how they were acting
(physical/affective), whether in standard or modified versions of the lesson.
The round up, or concluding question period- how do you feel about trying a
cultural dance, now?- would provide a final opportunity for the teacher to see
how the students progressed, with the students providing their own feeling/observation
assessing. I think a lot could be learned from the students both through their
own words/feelings, and by the teachers own observations, in the lesson.

# data[].attributes.body
Self-assessment is an appropriate assessment tool for assessing and measuring students because it allows them to think for themselves. The rubric that was used in the Dance lesson today, where the students place a bean bag in a hula hoop (similar to the diagram Kelsey SEL posted). This form of assessment is one that I feel that allows students to have self-control over their rate of progress.

# data[].attributes.body
I really liked the gymnastics rubric we used in class because it was both visual and had multiple levels of meeting and approaching a particular skill.  It is also easy for students to understand the rubric because it is visual.  Most of all it can be used for all grade levels.  I would like to see a similar one for other movement activities such as sport skills such as throwing - catching etc. and Dance

# data[].attributes.body
Yoga Rubric we are using for our group teaching lesson. It could use some work but it's a start!

# data[].attributes.body
I really like the image that Kelsey (SEL) has posted to the left here. It is something we as educators should always be thinking of. I think it is important to allow the students be a part of their assessment. Similar, as to in art, if students are pushing themselves out of their comfort zone, trying new things, and making a really attempt to learn then I think it needs to be recognized. My question is then how can we have students assess themselves for these criteria?

# data[].attributes.body
I really like the idea that assessments in PE can be used by the teacher as well as the student.

I think it would be interesting to have students fill out their own assessment sheets and then

compare with the teacher's (especially if they used exactly the same one). Lots of students are

used to being given self-assessments, but I think they are often more subjective, at least in

their language, than the more 'objective' assessments teachers use. I found this resource for PE

assessment of the three domains.

http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/kcurriculum/appendix_c_july_28.pdf

# data[].attributes.body
A great tool the SEL cohort has been working with to increase student self-monitoring and self-awareness!

# data[].attributes.body
While it is important for educators to implement a variety of assessment strategies, I appreciate how self-assessment strategies foster student engagement and encourage self-monitoring strategies.  This assessment strategy addresses the motor, cognitive, and affective learning domains of PE by providing feedback about a child’s experience with a movement activity. It can also be used as a check-in prior to to a lesson to see how students feel about a specific task, thereby informing an educator’s instruction.