CURRICULUM AND

ASSESSMENT FOR
PHYSICAL EDUCATION
AND HEALTH
EDUCATION
SPE 118
CHAPTER 3. DESIGNING
EFFECTIVE
ASSESSMENT
REPORTERS NAME: ANTHONY SUMIWAN
JOHN LLOYD S. SISTER
 DEVELOPING ASSESSMENT CRITERIA AND
RUBRICS

• Just as we align assessments with the course

learning objectives, we also align the grading
criteria for each assessment with the goals of
that unit of content or practice, especially for
assignments than cannot be graded through
automation the way that multiple-choice tests
can.
 DEVELOPING YOUR ASSESSMENT
CRITERIA
Good assessment criteria are:

• Clear and easy to understand as a guide for students

• Attainable rather than beyond students’ grasp in the current
place in the course
• Significant in terms of the learning students should demonstrate
• Relevant in that they assess student learning toward course
objectives related to that one assessment.
 TO CREATE YOUR GRADING CRITERIA,
CONSIDER THE FOLLOWING QUESTIONS:

• What is the most significant content or knowledge

students should be able to demonstrate understanding
of at this point in the course?

• What specific skills, techniques, or applications should

students be able to use to demonstrate using at this
point in the course?
•What secondary skills or practices
are important for students to
demonstrate in this assessment?

•Do the criteria align with the

objectives for both the assessment
and the course?
 ASSESSMENT CRITERIA EXAMPLE

• Using the questions above, the

performance criteria in the example
below were designed for an assignment
in which students had to create an
explainer video about a scientific
concept for a specified audience.
 ADDITIONAL ASSESSMENT CRITERIA
RESOURCES

• Developing Grading Criteria (Vanderbilt

University)
DEVELOPING GRADING
CRITERIA (VANDERBILT
UNIVERSITY)
 WHAT PURPOSES DO GRADES SERVE?

Barbara Walvoord and Virginia Anderson identify the multiple roles that
grades serve:
• as an evaluation of student work;
• as a means of communicating to students, parents, graduate
schools, professional schools, and future employers about a student’s
performance in college and potential for further success;
• as a source of motivation to students for continued learning and
improvement;
• as a means of organizing a lesson, a unit, or a semester in that
grades mark transitions in a course and bring closure to it.
WHY IS GRADING OFTEN A CHALLENGE?
 DEVELOPING GRADING CRITERIA
• Consider the different kinds of work you’ll ask students to do for your
course. This work might include: quizzes, examinations, lab reports,
essays, class participation, and oral presentations.
• For the work that’s most significant to you and/or will carry the most
weight, identify what’s most important to you. Is it clarity? Creativity?
Rigor? Thoroughness? Precision? Demonstration of knowledge? Critical
inquiry?
• Transform the characteristics you’ve identified into grading criteria for the
work most significant to you, distinguishing excellent work (A-level) from
very good (B-level), fair to good (C-level), poor (D-level), and unacceptable
work.
DEVELOPING CRITERIA MAY SEEM LIKE A LOT OF
WORK, BUT HAVING CLEAR CRITERIA CAN:

• save time in the grading process

• make that process more consistent and fair
• communicate your expectations to students
• help you to decide what and how to teach
• help students understand how their work is
graded
 MAKING GRADING MORE EFFICIENT

• Create assignments that have clear goals and criteria for assessment.
• Use different grading scales for different assignments.

Grading scales include:

• letter grades with pluses and minuses
• 100-point numerical scale
• check +, check, check-
• pass-fail or credit-no-credit
• Limit your comments or notations to those
your students can use for further learning
or improvement.
• Spend more time on guiding students in the
process of doing work than on grading it.
• For each significant assignment, establish a
grading schedule and stick to it.
• Light Grading – Bear in mind that not every piece of
student work may need your full attention.
• Test Corrections – Giving students points back for test
corrections motivates them to learn from their
mistakes, which can be critical in a course in which the
material on one test is important for understanding
material later in the term.
• Multiple-Choice Questions – These are easy to grade
but can be challenging to write.
• Spreadsheets – Many instructors use spreadsheets (e.g.
 PROVIDING MEANINGFUL FEEDBACK TO
STUDENTS
• Use your comments to teach rather than to justify your grade,
focusing on what you’d most like students to address in future
work.
• Link your comments and feedback to the goals for an assignment.
• Comment primarily on patterns — representative strengths and
weaknesses.
• Avoid over-commenting or “picking apart” students’ work.
• In your final comments, ask questions that will guide further
inquiry by students rather than provide answers for them
MAINTAINING GRADING CONSISTENCY IN MULTI-
SECTIONED COURSES (FOR COURSE HEADS)

• Communicate your grading policies, standards, and

criteria to teaching assistants, graders, and students
in your course.
• Discuss your expectations about all facets of grading
(criteria, timeliness, consistency, grade disputes, etc)
with your teaching assistants and graders.
• Encourage teaching assistants and graders to share
grading concerns and questions with you.
• Use an appropriate group grading strategy:
• have teaching assistants grade assignments for students
not in their section or lab to curb favoritism (N.B. this
strategy puts the emphasis on the evaluative, rather
than the teaching, function of grading);
• have each section of an exam graded by only one
teaching assistant or grader to ensure consistency across
the board;
• have teaching assistants and graders grade student work
at the same time in the same place so they can compare
their grades on certain sections and arrive at consensus.
MINIMIZING STUDENT COMPLAINTS
ABOUT GRADING
• Include your grading policies, procedures, and standards in
your syllabus.
• Avoid modifying your policies, including those on late work,
once you’ve communicated them to students.
• Distribute your grading criteria to students at the beginning of
the term and remind them of the relevant criteria when
assigning and returning work.
• Keep in-class discussion of grades to a minimum, focusing
rather on course learning goals.
 DECIDE ON A RATING SCALE
• Deciding what scale you will use for an
assessment depends on the type of
learning you want students to
demonstrate and the type of feedback
you want to give students on this
particular assignment or test.
Common rating scales include:

• A, B, C, etc.
• 100 point scale with defined cut-off for a letter grade if
desired
• Yes or no, present or not present
• A three or five category holistic scale, such as
I. below expectations, meets expectations, exceeds
expectations
II. not demonstrated, poor, average, good, excellent
 ​ETHICAL IMPLICATIONS OF RATING SCALES

•There are ethical

implications in each of
these types of rating
skills.
CREATE THE
RUBRIC
RUBRICS CAN MAKE GRADING MORE
EFFECTIVE
• Provide students with more complete and targeted
feedback
• Make grading more timely by enabling the provision of
feedback soon after assignment is submitted/presented.
• Standardize assessment criteria among those
assigning/assessing the same assignment.
• Facilitate peer evaluation of early drafts of assignment.
 RUBRICS CAN HELP STUDENT LEARNING

• Convey your expectations about the assignment through a

classroom discussion of the rubric prior to the beginning of
the assignment
• Level the playing field by clarifying academic expectations
and assignments so that all students understand regardless
of their educational backgrounds
• Promote student independence and motivation by enabling
self-assessment
• Prepare students to use detailed feedback.
 RUBRICS HAVE OTHER USES:

•Track development of student

skills over several assignments
•Facilitate communication with
others
•Refine own teaching skills
 A RUBRIC IS A TABLE THAT USUALLY
HAS THESE PARTS:
• a clear description of the learning activity being
assessed
• criteria by which the activity will be evaluated
• a rating scale identifying different levels of
performance
• descriptions of the level of performance a
student must reach to earn that level.
 SAMPLE RUBRICS:
THIS FINAL RUBRIC FOR THE SCIENTIFIC CONCEPT
EXPLAINER VIDEO COMBINES THE ASSESSMENT
CRITERIA AND THE HOLISTIC RATING SCALE:
•As a second example, this descriptive
rubric was used to ask students to
peer assess and self-assess their
contributions to a collaborative
project. The rating scale is 1 through
4, and each description of
performance builds on the previous.
 GUIDELINES FOR DEVELOPING RUBRICS:

1.Identify the purpose and aims of assessing

students.
2. Identify what to assess
3.Select an appropriate type of rubric
4. Identify the performance criteria for
assessing student work
5. Identify the levels of performance
6. Describe each level of performance
(grading descriptors)
7. Pilot the rubrics
8. Periodical review / revisions to rubrics as
necessary
9. Optional - Developing rubrics with
students
THANK YOU!!!