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• Cover
• Title Page
• Copyright
• Dedication
• Contents
• Preface
• Acknowledgments
• Part I: Introduction to Performance-Based Assessment
• Chapter 1. The Need for Change
• The Call for Change in Education
• Standards-Based Instruction
• Types of Assessment in Standards-Based Instruction
• Effect on Teaching When Standards Are Used
• Role of Assessment in Physical Education Programs
• Changing the Assessment Culture in Physical Education
• Conclusion
• Chapter 2. Assessing the Psychomotor Domain to Enhance Student Learning
• Purpose of Assessment
• What Are Performance-Based Assessments?
• Characteristics of Performance-Based Assessment
• Types of Performance-Based Assessments
• Advantages of Using Performance-Based Assessments
• Concerns When Using Performance-Based Assessments
• Conclusion
• Chapter 3. Using Cognitive and Affective Learning Domain Assessments Effectively in Physical Education
• Traditional Test Questions Used for Cognitive and Affective-Domain Assessments
• Selected-Response Questions
• Performance-Based Assessments for Cognitive and Affective-Domain Learning
• Projects
• Journals
• Role Plays
• What Are Open-Response Questions?
• Comparing Open-Response and Essay Questions
• Characteristics of Open-Response Questions
• Types of Open-Response Questions
• How to Write Open-Response Questions
• Suggestions for Using Open-Response Questions
• Conclusion
• Chapter 4. Rubrics
• What Is a Rubric?
• Benefits of Using Rubrics
• Criteria for Rubrics
• Choosing the Most Appropriate Rubric
• How to Create Quantitative Rubrics
• How to Create Qualitative Rubrics
• Special Considerations in Creating Rubrics
• Rubric Hints and Guidelines
• Conclusion
• Part II: Managing and Implementing Physical Education Lessons
• Chapter 5. Creating a Classroom Climate That Supports Standards-Based Instruction
• Creating a Positive Learning Environment
• Teacher Expectations
• The Importance of Having a Good Learning Climate
• Structuring the Classroom Environment
• Working With Equipment
• Managing Space
• Managing Time
• Developing Rules for Physical Education Classes
• Reinforcing Behaviors
• Rewarding Positive Behaviors
• Disciplining Students
• Conclusion
• Chapter 6. Effective Teaching Strategies for Standards-Based Instruction
• The Complexity of Games and Physical Activities
• How Much to Include in Your Unit of Instruction
• Application Tasks
• Presenting Learning Tasks
• Monitoring Student Learning
• Asking Questions in Physical Education
• Resources During Instruction
• Pacing and Opportunity to Respond
• Applying Motor Learning Concepts While Teaching
• Conclusion
• Chapter 7. Assessing With Instructional Models
• Direct Instruction
• Sport Education IM
• Tactical Games or Teaching Games for Understanding IM
• Cooperative Learning
• Personalized System for Instruction
• Teaching Personal and Social Responsibility
• Conclusion
• Part III: Components of Performance-Based Assessment
• Chapter 8. Developing Culminating and Progressive Assessments
• Culminating (Summative) Assessments
• Progressive Learning Activities and Assessments
• Tumbling Unit
• Target Archery Unit
• Golf Unit
• Soccer Unit
• Conclusion
• Chapter 9. Planning for Continuous Performance-Based Assessment
• Major Unit Focus
• Culminating (Summative) Assessment and Evaluation Rubric
• Essential Knowledge, Skills, and Abilities
• Progressive Learning Activities and Formative Assessments
• Critical Resources
• Planning Lessons From the Unit Plan
• Conclusion
• Chapter 10. Developing Standards-Based Units of Instruction for Invasion Sports
• Major Soccer Unit Focus
• Culminating (Summative) Assessment and Evaluation Rubric
• Essential Soccer Knowledge, Skills, and Abilities
• Progressive Learning Activities and Formative Assessments
• Critical Resources
• How to Use the Student Soccer Portfolio
• Ultimate: Standards-Based Unit of Instruction
• Major Ultimate Unit Focus
• Culminating or Summative Assessment and the Evaluation Rubric
• Essential Ultimate Knowledge, Skills, and Abilities
• Progressive Learning Activities and Formative Assessments
• Critical Resources
• Conclusion
• Chapter 11. Using Portfolios to Assess Physical Activities and Fitness
• Types of Portfolios
• Advantages of Using Portfolio Assessment
• Disadvantages of Using Portfolios
• Portfolio Guidelines in Performance-Based Assessment
• Evaluating Portfolios
• Integrating Fitness Education and Assessment Into the Physical Education Curriculum
• Resources for Fitness Education Curriculum, Instructions, and Assessment
• Culminating Assessment for a Lifetime Fitness and Physical Activity Unit or Class in High School
• Conclusion
• Chapter 12. Using Standards-Based Instruction to Teach Dance
• Why Include Dance in Physical Education?
• Planning a Dance Unit
• Teaching Structured Dance
• Teaching Creative Dance
• Teaching Social Dance
• Using Portfolios to Assess Dance
• Conclusion
• Part IV: Grading and Implementing Continuous Performance-Based Assessment
• Chapter 13. Effective Grading in Physical Education
• Purposes of Grading and Grade Reporting
• Developing a Meaningful Grading System
• Problems With Traditional Grading Practices
• Grade Formats in Physical Education
• Effective Grading in Physical Education
• Grading Before You Have a Rubric Developed
• Challenges in Using Effective Grading Practices
• Grading Practices for Students With Special Needs
• Hints and Suggestions for More Effective Grading Practices
• Conclusion
• Chapter 14. Acquiring Assessment Savvy
• Planning the Assessment Process
• Lund and Kirk’s Tips for Acquiring Assessment Savvy
• Conclusion
• Glossary
• Bibliography
• Index
• About the Authors