616 - Mid-Term Exam

University of the Visayas
GRADUATE SCHOOL
Colon Street, Cebu City, 6000 Philippines
Tel. Nos. 251-5061
DOCTOR OF EDUCATION – MAJOR IN PHYSICAL EDUCATION

PE 616 – Assessment of Learning in Physical Education and Athletics
MID-TERM EXAMINATION
NAME :____Charity G. Ronamo DATE :________

ADDRESS :___Doroluman, Arakan, Cotabato_ SCORE :________
_____________________________ RATING :________
PROFESSOR: DR. ILDEBRANDO N. BUOT
1. Discuss the importance of assessment in Physical Education? Explain

(25 POINTS)
Assessments are the tool that physical educators use to measure the skills
and fitness levels their students are learning and attaining in their PE class.
Assessing in PE helps to show others (parents, school administrators, other
teachers and yourself) what students are learning in your physical education
class. They should demonstrate what students know or what they can do.
Assessments are needed to let students, parents and teachers know what
areas or skills need to be improved upon. Assessments can also be used to

help show others the importance of PE classes. In times where budgets are
tight and school programs are in jeopardy of being cut, it is important to use
assessments to measure and validate student learning that is happening in
your PE program. As PE teachers, we can use assessments to help display
that we are doing our jobs as a physical educator. When student
assessments show their fitness/skill levels are increasing, that helps to prove
that your physical education program is credible and valuable.
2. Explain why assessment is an integral part of the total Physical

Education activities. (25 POINTS)
Assessment is the practice of collecting evidence of student learning. It is a
vital and integral part of classroom instruction, and serves several purposes
and audiences.
First and foremost, it gives feedback to students, teachers, schools and
parents on the effectiveness of teaching and on students’ strengths and
weaknesses in learning.
Second, it provides information to schools, school systems, government,
tertiary institutions and employers to enable them to monitor standards and
to facilitate selection decisions.
The most important role of assessment is in promoting learning and
monitoring students’ progress. However, in the senior tertiary level, the
roles of assessment for certification and selection come to the fore.
Inevitably, these imply high stake uses of assessment since the results are
typically used to make critical decisions about individuals.
3. Explain at least five assessment tools used in Physical Education

settings. Give one concrete application for each tool. (25 POINTS)
Portfolio assessment:
A purposeful and representative collection of student work that conveys a
story of progress, achievement and/or effort. The student is involved in
selecting pieces of work and includes self-reflections of what understandings
the piece of work demonstrates. Thus, criteria for selection and evaluation
need to be made clear prior to selection. Portfolio is used by a student
teacher in her practice teaching activities. At the end of the semester a
prospective teacher is required to submit a student teaching portfolio.
Performance assessment:
Assessments that allow students to demonstrate their understandings and
skills (to a teacher or an outsider) as they perform a certain activity. They
are evaluated by a teacher or an outsider on the quality of their ability to
perform specific tasks and the products they create in the process.
This tool is used by a teacher in assessing performance in Folk Dance.
Checklists
Checklists usually offer a yes/no format in relation to student demonstration
of specific criteria. This is similar to a light switch; the light is either on or
off. They may be used to record observations of an individual, a group or a

whole class. Checklists can also be used to communicate a student’s learning
to his/her parents.
The following are the purposes of Checklist:
To provide tools for systematically recording observations;
To provide students with tools that they can use for self-evaluation;
To provide examples of criteria for students at the beginning of a project or
learning activity;
To document the development of the skills, strategies, attitudes, and
behaviours that are necessary for effective learning; and
To identify students’ learning needs by summarizing learning to date.
Rating Scales
Rating Scales allow teachers to indicate the degree or frequency of the
behaviours, skills and strategies displayed by the learner. To continue the
light switch analogy, a rating scale is like a dimmer switch that provides for
a range of performance levels. Rating scales state the criteria and provide
three or four response selections to describe the quality or frequency of
student work.
Teachers can use rating scales to record observations and students can use
them as self-assessment tools. Teaching students to use descriptive words,
such as always, usually, sometimes and never helps them pinpoint specific
strengths and needs. Rating scales also give students information for setting
goals and improving performance. In a rating scale, the descriptive word is
more important than the related number. The more precise and descriptive
the words for each scale point, the more reliable the tool.
Effective rating scales use descriptors with clearly understood measures,
such as frequency. Scales that rely on subjective descriptors of quality, such
as fair, good or excellent, are less effective because the single adjective
does not contain enough information on what criteria are indicated at each
of these points on the scale.
Anecdotal Notes
Anecdotal notes are used to record specific observations of individual
student behaviours, skills and attitudes as they relate to the outcomes in the
program of studies. Such notes provide cumulative information on student
learning and direction for further instruction. Anecdotal notes are often
written as the result of ongoing observations during the lessons but may
also be written in response to a product or performance the student has
completed. They are brief, objective and focused on specific outcomes.
Notes taken during or immediately following an activity are generally the
most accurate. Anecdotal notes for a particular student can be periodically
shared with that student or be shared at the student’s request. They can
also be shared with students and parents at parent–teacher–student
conferences.
4. Identify at least five guiding principles in assessing students’
performance in Physical Education. (25 POINTS)
The following are guiding principles in assessing students’ performance in

Physical Education:
1. Assessment of learning is an integral part of the teaching-learning
process.
2. Assessment tool should match with performance objective.
3. The results of assessment must be fed back to the learners.
4. In assessing learning, teachers must come up with a variety of ways of
assessing learning.
5. To contribute to the building of the culture of success in the school, it is
pedagogically sound that in our assessment techniques we give some
positive feedback along with not so good ones.
Submitted By: Charity G. Ronamo

Doctorand in Physical Education
Second Trimester, S.Y. 2020-2021
Submitted To: Dr. Ildebrando N. Buot

Professor

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University of the Visayas

DOCTOR OF EDUCATION – MAJOR IN PHYSICAL EDUCATION

NAME :____Charity G. Ronamo DATE :________

PROFESSOR: DR. ILDEBRANDO N. BUOT

1. Discuss the importance of assessment in Physical Education? Explain

Assessing in PE helps to show others (parents, school administrators, other

areas or skills need to be improved upon. Assessments can also be used to

assessments to measure and validate student learning that is happening in

your PE program. As PE teachers, we can use assessments to help display

that we are doing our jobs as a physical educator. When student

that your physical education program is credible and valuable.

2. Explain why assessment is an integral part of the total Physical

Assessment is the practice of collecting evidence of student learning. It is a

First and foremost, it gives feedback to students, teachers, schools and

parents on the effectiveness of teaching and on students’ strengths and

Second, it provides information to schools, school systems, government,

tertiary institutions and employers to enable them to monitor standards and

to facilitate selection decisions.

The most important role of assessment is in promoting learning and

monitoring students’ progress. However, in the senior tertiary level, the

roles of assessment for certification and selection come to the fore.

3. Explain at least five assessment tools used in Physical Education

story of progress, achievement and/or effort. The student is involved in

selecting pieces of work and includes self-reflections of what understandings

need to be made clear prior to selection. Portfolio is used by a student

teacher in her practice teaching activities. At the end of the semester a

prospective teacher is required to submit a student teaching portfolio.

Assessments that allow students to demonstrate their understandings and

skills (to a teacher or an outsider) as they perform a certain activity. They

are evaluated by a teacher or an outsider on the quality of their ability to

This tool is used by a teacher in assessing performance in Folk Dance.

Checklists usually offer a yes/no format in relation to student demonstration

of specific criteria. This is similar to a light switch; the light is either on or

off. They may be used to record observations of an individual, a group or a

The following are the purposes of Checklist:

To provide tools for systematically recording observations;

To provide examples of criteria for students at the beginning of a project or

To document the development of the skills, strategies, attitudes, and

behaviours that are necessary for effective learning; and

To identify students’ learning needs by summarizing learning to date.

Rating Scales allow teachers to indicate the degree or frequency of the

behaviours, skills and strategies displayed by the learner. To continue the

three or four response selections to describe the quality or frequency of

them as self-assessment tools. Teaching students to use descriptive words,

Effective rating scales use descriptors with clearly understood measures,

such as frequency. Scales that rely on subjective descriptors of quality, such

of these points on the scale.

Anecdotal notes are used to record specific observations of individual

program of studies. Such notes provide cumulative information on student

also be written in response to a product or performance the student has

completed. They are brief, objective and focused on specific outcomes.

Notes taken during or immediately following an activity are generally the

most accurate. Anecdotal notes for a particular student can be periodically

also be shared with students and parents at parent–teacher–student

The following are guiding principles in assessing students’ performance in

2. Assessment tool should match with performance objective.

3. The results of assessment must be fed back to the learners.

4. In assessing learning, teachers must come up with a variety of ways of

5. To contribute to the building of the culture of success in the school, it is

NAME :Charity G. Ronamo DATE :____