Chapter 13

Evaluating Your Physical Education Curriculum Chapter 13 Evaluation Systematic investigation of merit or worth using information gathered to make that decision (Guskey, 2000)

Needed in physical education to Keep program current and dynamic Inform curricular change decisions Assessment and Evaluation Assessment Process of gathering information and data Evaluation Judgment

Based on criteria Good Evaluation Systematic Direct and indirect data Unbiased and fair Involves stakeholders Thorough Defensible Data Considers

Reliability Findings are replicable Validity Appropriateness of measures Contextual Statement

Climate/weather Cultural/religion Economic wealth Community facilities Regional resources Purpose of Evaluation Guides the data sources Helps to determine

Degree to which goals are being met Satisfaction of students Program improvement If you are doing what you intended Preformative Evaluation

Prior to activity, program, or project Identifies goals Estimates impact Analysis of program implementation Helps to avoid costly mistakes Formative Evaluation Occurs during activity Helps to redirect Time, money, personnel, and resources

Proactive Occurs multiple times Summative Evaluation Occurs at conclusion of project

Determines what was accomplished Used for accountability Frequently uses quantitative data Curriculum Evaluation

Examine curricular goals Student performance assessments Views of stakeholders Teacher evaluations Facilities assessments Indirect Measures

Afterschool program participation Non-school program participation Student readiness Enrollment in elective classes Attendance, dress, and participation Student Fitness Levels Many schools choose to focus on How to get fit or devising personal plans

Caution about Expecting all students to achieve a certain level Setting criterion for particular tests (e.g., a 6-minute mile) Curriculum aligning with fitness goals NASPE STARS Time Teacher

Qualifications Professional development Professional involvement Student ratio Student health and safety Facilities and equipment

Program mission Curriculum Instructional practices Student assessment

Inclusion Communication Program evaluation PECAT Physical Education Curriculum Analysis Tool Based on NASPE standards Developed by CDC in partnership with experts

Evaluation Summary Good evaluation Informs programmatic change Occurs on a regular basis Is planned Is based on multiple data sources Data should inform decision, not make it

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