{"product_id":"performancebased-assessment-for-middle-and-high-school-physical-education-9781492570172","title":"PerformanceBased Assessment for Middle and High","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe third edition of this popular and authoritative text includes three new chapters and numerous revisions and updatesall designed to help you effectively develop and use performance-based assessments. Comes with a web resource.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart I. Introduction to Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e The Need for Change\u003cbr\u003e The Call for Change in Education\u003cbr\u003e Standards-Based Instruction\u003cbr\u003e Types of Assessment in Standards-Based Instruction\u003cbr\u003e Effect on Teaching When Standards Are Used\u003cbr\u003e Role of Assessment in Physical Education Programs\u003cbr\u003e Changing the Assessment Culture in Physical Education\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Assessing the Psychomotor Domain to Enhance Student Learning\u003cbr\u003e Purpose of Assessment\u003cbr\u003e What Are Performance-Based Assessments?\u003cbr\u003e Characteristics of Performance-Based Assessment\u003cbr\u003e Types of Performance-Based Assessments\u003cbr\u003e Advantages of Using Performance-Based Assessments\u003cbr\u003e Concerns When Using Performance-Based Assessments\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eUsing Cognitive and Affective Learning Domain Assessments Effectively in Physical Education\u003cbr\u003e Traditional Test Questions Used for Cognitive and Affective-Domain Assessments\u003cbr\u003e Selected-Response Questions\u003cbr\u003e Performance-Based Assessments for Cognitive and Affective-Domain Learning\u003cbr\u003e Projects\u003cbr\u003e Journals\u003cbr\u003e Role Plays\u003cbr\u003e What Are Open-Response Questions?\u003cbr\u003e Comparing Open-Response and Essay Questions\u003cbr\u003e Characteristics of Open-Response Questions\u003cbr\u003e Types of Open-Response Questions\u003cbr\u003e How to Write Open-Response Questions\u003cbr\u003e Suggestions for Using Open-Response Questions\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Rubrics\u003cbr\u003e What Is a Rubric?\u003cbr\u003e Benefits of Using Rubrics\u003cbr\u003e Criteria for Rubrics\u003cbr\u003e Choosing the Most Appropriate Rubric\u003cbr\u003e How to Create Quantitative Rubrics\u003cbr\u003e How to Create Qualitative Rubrics\u003cbr\u003e Special Considerations in Creating Rubrics\u003cbr\u003e Rubric Hints and Guidelines\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Managing and Implementing Physical Education Lessons\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Creating a Classroom Climate That Supports Standards-Based Instruction\u003cbr\u003e Creating a Positive Learning Environment\u003cbr\u003e Teacher Expectations\u003cbr\u003e The Importance of Having a Good Learning Climate\u003cbr\u003e Structuring the Classroom Environment\u003cbr\u003e Working With Equipment\u003cbr\u003e Managing Space\u003cbr\u003e Managing Time\u003cbr\u003e Developing Rules for Physical Education Classes\u003cbr\u003e Reinforcing Behaviors\u003cbr\u003e Rewarding Positive Behaviors\u003cbr\u003e Disciplining Students\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Effective Teaching Strategies for Standards-Based Instruction\u003cbr\u003e The Complexity of Games and Physical Activities\u003cbr\u003e How Much to Include in Your Unit of Instruction\u003cbr\u003e Application Tasks\u003cbr\u003e Presenting Learning Tasks\u003cbr\u003e Monitoring Student Learning\u003cbr\u003e Asking Questions in Physical Education\u003cbr\u003e Resources During Instruction\u003cbr\u003e Pacing and Opportunity to Respond\u003cbr\u003e Applying Motor Learning Concepts While Teaching\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eAssessing With Instructional Models\u003cbr\u003e Direct Instruction\u003cbr\u003e Sport Education Instructional Model (IM)\u003cbr\u003e Tactical Games or Teaching Games for Understanding Instructional Model (IM)\u003cbr\u003e Cooperative Learning\u003cbr\u003e Personalized System of Instruction\u003cbr\u003e Teaching Personal and Social Responsibility\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart III. Components of Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8. \u003c\/b\u003eDeveloping Culminating and Progressive Assessments\u003cbr\u003e Culminating (Summative) Assessments\u003cbr\u003e Progressive Learning Activities and Assessments\u003cbr\u003e Tumbling Unit\u003cbr\u003e Target Archery Unit\u003cbr\u003e Golf Unit\u003cbr\u003e Soccer Unit\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9. \u003c\/b\u003ePlanning for Continuous Performance-Based Assessment\u003cbr\u003e Major Unit Focus\u003cbr\u003e Culminating (Summative) Assessment and Evaluation Rubric\u003cbr\u003e Essential Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e Planning Lessons From the Unit Plan\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eDeveloping Standards-Based Units of Instruction for Invasion Sports\u003cbr\u003e Major Soccer Unit Focus\u003cbr\u003e Culminating (Summative) Assessment and Evaluation Rubric\u003cbr\u003e Essential Soccer Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e How to Use the Student Soccer Portfolio\u003cbr\u003e Ultimate: Standards-Based Unit of Instruction\u003cbr\u003e Major Ultimate Unit Focus\u003cbr\u003e Culminating or Summative Assessment and the Evaluation Rubric\u003cbr\u003e Essential Ultimate Knowledge, Skills, and Abilities\u003cbr\u003e Progressive Learning Activities and Formative Assessments\u003cbr\u003e Critical Resources\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Using Portfolios to Assess Physical Activities and Fitness\u003cbr\u003e Types of Portfolios\u003cbr\u003e Advantages of Using Portfolio Assessment\u003cbr\u003e Disadvantages of Using Portfolios\u003cbr\u003e Portfolio Guidelines in Performance-Based Assessment\u003cbr\u003e Evaluating Portfolios\u003cbr\u003e Integrating Fitness Education and Assessment Into the Physical Education Curriculum\u003cbr\u003e Resources for Fitness Education Curriculum, Instructions, and Assessment\u003cbr\u003e Using Technology to Assess Physical Activity Participation Levels\u003cbr\u003e High School Fitness Portfolio\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Using Standards-Based Instruction to Teach Dance\u003cbr\u003e Why Include Dance in Physical Education?\u003cbr\u003e Planning a Dance Unit\u003cbr\u003e Teaching Structured Dance\u003cbr\u003e Teaching Creative Dance\u003cbr\u003e Teaching Social Dance\u003cbr\u003e Using Portfolios to Assess Dance\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart IV. Grading and Implementing Continuous Performance-Based Assessment\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Effective Grading in Physical Education\u003cbr\u003e Purposes of Grading and Grade Reporting\u003cbr\u003e Developing a Meaningful Grading System\u003cbr\u003e Problems With Traditional Grading Practices\u003cbr\u003e Grade Formats in Physical Education\u003cbr\u003e Effective Grading in Physical Education\u003cbr\u003e Grading Before You Have a Rubric Developed\u003cbr\u003e Challenges in Using Effective Grading Practices\u003cbr\u003e Grading Practices for Students With Special Needs\u003cbr\u003e Hints and Suggestions for More Effective Grading Practices\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 14. \u003c\/b\u003eAcquiring Assessment Savvy\u003cbr\u003e Planning the Assessment Process\u003cbr\u003e Lund and Kirk’s Tips for Acquiring Assessment Savvy\u003cbr\u003e Conclusion","brand":"Human Kinetics Publishers","offers":[{"title":"Default Title","offer_id":49409201471831,"sku":"9781492570172","price":58.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781492570172.jpg?v=1730505909","url":"https:\/\/bookcurl.com\/products\/performancebased-assessment-for-middle-and-high-school-physical-education-9781492570172","provider":"Book Curl","version":"1.0","type":"link"}