Implementing Proficiency-Based Learning and Evidence-Based Grading in Physical Education

Abstract

Assessment is vital for a quality physical education program and for students' development toward becoming lifelong movers. The purpose of this article is to explore proficiency-based learning and evidence-based grading as assessment strategies that are both timely and meaningful. This article will first explain proficiency-based learning and evidence-based grading and how these two strategies complement each other to allow for well-rounded assessment to occur in physical education programs. Then it will provide examples demonstrating how these two strategies can be utilized in a physical education unit focused on nutrition and on the five components of health-related fitness: cardiovascular endurance, muscular endurance, muscular strength, body composition, and flexibility. These strategies provide physical education teachers guidance toward best practices in assessment, as well as proof of student learning.

Additional information

Notes on contributors

Tricia Grajeda

Tricia Grajeda ([email protected]) is a project teacher at Health Leadership High School in Albuquerque, NM.

Glenn Hushman

Glenn Hushman is an associate professor in the Department of Health, Exercise, and Sports Sciences.

Marjori M. Krebs

Marjori M. Krebs is an associate professor in the Department of Education.

Carolyn J. Hushman

Carolyn J. Hushman is an assistant professor in the Department of Individual, Family, and Community Education at the University of New Mexico in Albuquerque, NM.