Here is a sample of one page in my grade book. This daily assessment book is essentially a checklist from the Colorado State Grade Level Evidence Outcomes. (If you go to this site click on Physical Education Crosswalk arranged by grade.) Each grade has between 3-5 pages. I have since changed this practice to using an electronic version on my Ipad.
Students’ names go in the far left column. When they are performing a skill I mark the date and highlight a 1=Skill is not yet apparent, 2= Skill is developing, 3=Skill is Achieved at grade level or a 4= Skill exceeds grade level standards. Then I can go back throughout the year and update with a different colored highlighter or marker. I try to continue to use different color markers to distinguish different days the skill was assessed. Since changing to an electronic version I use google sheets and conditionally format page. I have links to these worksheets on assessment page. This method helps me plan future lessons.
I can asses multiple times if needed. For example I might mark once from an observation, I write down the date and exact activity. I can mark again from an exit slip or entrance task. This allows me to determine if the student knows the learning cues as compared to the student is able to perform the learning cues. I continue to assess formally and informally throughout year. Again the continual evaluation of my students’ progress allows me to plan purposeful lessons.
Standard based grading can seem a daunting undertaking. Here are some simple steps that have helped me.
1. Know the Standards. Here is what I mean. Have the standards up in your gym, have them in your grade book, include them in your daily posted student outcome, have them in front of you and the students continuously.
2. Get down further to the student expected outcomes. Because Colorado has defined student outcomes, I refer to these daily with my students. The outcomes drive my lessons. The outcomes are in front of my students and myself continuously. They are written on our gym whiteboard daily. See, I want my students to know where we are going, what they should be working toward. My lessons are driven by these outcomes and the activities are merely the car or bus or train we’re taking to get there. The expected outcomes are written across the top of my grade book. It clearly defines what my students need to know and be able to do.
3. Now for each outcome I have multiple assessments. Exit slips, entrance tasks, student self assessments, student video assessments, peer assessments, and my own visual assessments just to name a few. In addition I use think-pair-share, and thumbs up as quick informal assessments. I am always checking to see where my students are, to determine; do I need to re-teach, do they need individual time to practice, who needs added extensions. Typically within each class and lesson I need to do all of the above. I am always asking myself do they “get it?” Do they know the teaching cues? Are they performing teaching cues? Maybe they know them and just need more time to integrate them. Are the teaching cues I gave them making sense?
4. Teaching Cues; where do they come from? Often the teaching cues I start with are standard. Beginner catchers; “keep your eye on the object, reach for the object.” However, within a class I might have several students who are ready to think about “thumbs together when catching above your waist, Pinkies together when catching below your waist.” Maybe all my students know the cues. “What do good catchers always do, or think about?” If all of my students can verbally respond “watch the ball into your hands, and reach for the ball.” but only a few of them perform it consistently, again I begin reflecting what is the best next course of action: more practice time, bigger variety of balls, what about the students who are great catchers….”
5. Grading students comes from meshing all this information. I might mark each outcome many times on my grade book. I might be observing students practice a skill at a station and mark down that they perform at grade level. Then later in the lesson sequence I may observe them in a think-pair-share activity having a conversation with a partner about how good catchers are predicting the flight of the ball while they are watching it and are moving to catch it. I will make another mark in my book under exceeds grade level because of their level of understanding. Some outcomes I continue to evaluate throughout semester and year.
6. Reporting to parents from a standard based program My report card looks similar to my grade book. I have the standard and the outcome listed, with a 1-4 posted. I give the student the highest score they achieved in my grade book. So if I have a 4 recorded, that is the grade they receive. I don’t grade on effort, or attitude. If your state doesn’t have specific grade level outcomes, you might want to check out Colorado’s so that you have a starting point. These aren’t perfect, all-inclusive, you will need to adjust and adapt, but it might give you a place to begin.