Monthly Archives: December 2015

EDU 6160 Entry

Using Assessment to Provide Feedback to Students

The focus of my reflection is on program standard 6.4: using assessment to provide feedback to students. This standard also states that teacher feedback to students is timely and of consistent high quality. The goal of this standard is to have planned, proven assessment methods that helps the teacher give growth-minded, meaningful feedback to the students. The teacher feedback should be a frequent part of the teacher’s lesson and it should be given to the student in a positive manner shortly after the student assessment to maximize student learning potential.

One feedback approach that is proven to be effective with students is called a “positive sandwich.” This is where a teacher gives a student something to work on, but keeps the student’s confidence level high by telling them a positive about what they are doing before and then after the feedback. Physical education teachers should give this type of feedback frequently when they are teaching kids how to perform a basic skill like dribbling a basketball or throwing a Frisbee. Frequent informal assessments throughout a physical education lesson are an important way to provide timely feedback to students, so they can work on the skill immediately. The longer the time between student work and feedback, the less effective it will be (Nolen and Taylor, 2008, p. 91).

Session 3
(Power Point slide from EDU 6160 session 3 presentation.)

It’s important for physical education teachers to consider a growth mindset when providing feedback to students. Research has shown that ego involvement feedback is rarely effective and in many cases even detrimental. Teachers need to give feedback that helps a student move forward and lets them know that their ability is not fixed.

It’s also important for physical education teachers to make sure they are doing these assessments for all the students, especially for the non-athletic students. There will be many students that will have a difficult time with some of the fitness skills being taught. It’s extremely important to ensure these students do not get discouraged and understand that it’s the effort that is the key and that growth is possible.

My next step is to continue researching and talking to current teachers about effective, growth-minded assessment and teaching techniques for physical education fitness activities.


Bobbitt-Nolen, S and Taylor, C. (2008), Classroom Assessments. Upper Saddle River, N.J.:
Pearson Education.


EDU 6942 Reflection

Fostering an Inclusive Learning Environment

The focus of my reflection is on category five of the IPC Learning Environment, specifically on fostering an inclusive learning environment. This means teachers should strive to create a family-like atmosphere in their classroom that is conducive to learning and where all students are included and valued members.

A key way for teachers to establish this type of a classroom environment is simply by listening to their students. In the frequently chaotic physical education learning environment, it will be difficult at times for teachers to be able to listen to their students all the time. It is extremely important, however, for teachers to have good verbal and non-verbal listening skills with their students as often as possible. Too often, teachers don’t take the time to really listen to what the student is saying and the student will pick up on that and think the teacher does not care about them or think they are important. When teachers make concerted efforts to know their students as individuals, they are communicating to the students that they value their interests, cultures and life experiences (Bucalos and Lingo, 2005).

Fostering a positive teacher-student relationship is another key way for teachers to establish an inclusive, family-like classroom atmosphere. The below table (Bucalos and Lingo, 2005) lists many ways to do this.


Of the items listed in the above table, I will especially strive to work on the following three items with my students:

• Allow time during class for students to showcase their interests and talents.
• Make it a point to talk with students before and after class about their interests outside of school.
• Choose 3-5 different students per class each day to talk with informally. There will probably not be enough time to do this with that many students every day. A better goal would be 2-3 students per class per day.


Bucalos, A. and Lingo, A. (2005), What Kind of Managers do Adolescents Really Need?
Managing Adolescent Behavior.