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).
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.: