Standards-Based Assessment, Grading, and Professional Development of California Middle School Physical Education Teachers

Abstract

Purpose:This study examined California middle school physical education teachers’ (grades 6–8) use of assessments based on state standards to grade their students.Methods:An electronic survey was used to collect data.Results:Of the 309 teachers surveyed, 74% based their assessments on the state physical education standards. Teachers who used standards-based assessments were more prone to assigning higher percentages of students’ grades to achievement-based assessments (e.g., skills testing, fitness, standards competency) than teachers who did not use standards-based assessments. However, all teachers gave similar weightings to administrative-based assessments (e.g., dressing out appropriately). Most of the teachers (91.2%) who reported not using standards-based assessments had limited to no professional development pertaining to the standards and perceived this as the biggest challenge to using standards-based assessments.Discussion/Conclusions:This study shows that professional development may be an important factor in teachers’ use of standards-based assessments and achievement-focused grading in middle school physical education.

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