Primary Years Physical Activity Facilitator

For Class XII

 UNIT-1: ASSESSMENT OF STUDENTS

1.1. Meaning of assessment

1.2. Types of assessment
1.3. Factors influencing assessment
1.4. Assessment tools
1.5. Types of evaluation
1.6. Meaning and steps in qualitative assessment
1.7. Meaning and steps in quantitative assessment
1.8. Reaching out to parents to display of reports of performance of children
for parents
1.9. Explanation of evaluation
1.10. Preparing suggestions for the improvement of the performance
of students
 1.1. Meaning of assessment

 The word ‘assessment’ derived from related senses of assess, the word ‘assess’ comes from the Latin assidere, which
means to sit beside.
 Literally then, to assess means to sit beside the learner.
 Assessment is an effective tool to enhance learning.
 Assessment is the process deployed to understand student learning. It is the systematic basis for making inferences
about the learning and devising the next steps for enhancement of that learning.

1.2. Types of assessment

1. Teacher Observation:
 This is one of the most common ways to assess students in physical education. Teachers observe how students
perform physical skills, such as dribbling a ball or running, and assess if they are improving or mastering the skill.
 For example, if a student is learning to dribble a basketball, the teacher may observe whether the student is using the
correct finger pads, bending their knees, and maintaining proper posture.
 Teacher Observing the flexibility test

2. Homework:
 In physical education, homework is not just for writing reports—it can be used for practicing skills outside of class or for
learning about fitness.
 For example, a student might have to practice a skill like dribbling at home or record their participation in physical activities. This
helps students reflect on their learning and provides teachers with a record of their progress.
3. Peer Observation:
 This involves students observing each other‘s performance and giving feedback. For instance, during a dribbling exercise, one
student can watch another to see if they are using the correct techniques, such as bending their knees and using the finger
pads.
 Peer observation encourages students to learn from one another and helps them focus on specific elements of the skill.
 For example, one student may be asked to focus on whether their partner is maintaining a staggered stance while dribbling.

Peer observation for football dribbling

4. Self-Assessment:
 Self-assessment allows students to reflect on their own progress and evaluate their skills. For example, after practicing dribbling,
a student might assess themselves by asking questions like:
"Can I dribble with both hands?"
"Can I dribble while walking or jogging?" or
"Can I dribble while being defended by a player?"
 Self-assessment can be done at different points during a unit, and it provides a record of the student's improvement. It's
important that students have time to practice the skills before they do a self-assessment.

Example:
 If a student is learning to dribble a basketball, the teacher might first teach the skill, then observe the student's performance to
provide feedback.
 The student might also complete a homework assignment practicing dribbling at home. They could participate in peer
observation by working with a classmate to provide feedback on each other's technique.
 Finally, the student would do a self-assessment, reflecting on how well they can dribble with both hands, while moving, and
under pressure from a defender.
 In this way, assessment becomes an ongoing part of the learning process, helping both the teacher and the student track progress
and identify areas for improvement.
 1.3. Factors influencing assessment

standardized testing is a good indicator of student performance, there is also debate on whether certain aspects in life- physical,
mental, or situational affect students’ assessment results.
There are so many factors which influencing assessment like age group, weather etc.
Factors Influencing assessment:
1) Physical Factors:
Physical factor like age, developmental level, physical disabilities and general health influence the assessment. Physical disabilities
Should be considered if a student is developmentally delayed or advanced when comparing to same-age group.
2) School Factors:
School factor also influence the assessment. It is very important for you to know the mental, psychological, and physical problems
of the child. You can use the below check list for the same.
3) Teacher factors:
Every teacher has different style of teaching. They are using the same foundation of teaching, but the tools are different. They use
different language, they have different management skills, and their interaction with the student influences the assessments.
Physical and mental state of the teacher and their knowledge of the test materials and familiarity with the testing environment
also impact the assessment
 1.4. Assessment tools

To conduct an assessment, we need different tools that help us in conducting the assessment. Checklists are tools used to better
organize your assessment and to verify, easily, your most important tasks. They have been designed to reduce errors and ensure
consistency and completeness in carrying out a duty.

Check list for Assessment

Sl. Not
Pre- Assessment Done
No Done
1 Assessment Report template approved by the principal
2 Assessment plan shared with HOD
3 Students with medical issues listed and notified to the
coordinator
4 Required props/ equipment for tests available
5 Water/ first aid assistance arranged
6 Marking of the ground done
7 Student’s data collected
8 Students practiced the test elements
Sl. No Assessment Day Done Not Done
1 Assessment area clean and safe
2 Test area marked
3 Rules and instructions explained to students
4 Student Attendance marked on assessment day
5 Students have been given a warm-up
6 Recheck the input sheet if any student is missing the test
7 Students cool down before leaving the testing area

Sl. No Post Assessment Done Not Done

1 Program coordinator informed about the conclusion of
the tests
2 Test score uploaded on excel sheet carefully
3 Confirmed date of report availability
4 Report handed over to the principal/ program
coordinator/ class teachers
5 PTM completed
 ASSESSMENT RUBRIC
The term "rubric" comes from the Latin word for "red" and refers to a detailed guide that outlines different performance
levels. An assessment rubric is a tool used to evaluate students' performance based on a set of criteria.

Grading Scales:
The scoring is based on 3-point or 5-point grading system
Skill Assessment A 5 - point grading scale:
GRADE Scales POINTS
A 5 points.
B 4 points.
C 3 points.
D 2 points and
E 1 point.

Skill Assessment A 3 - point grading scale:

GRADE Scales POINTS
A 3 points.
B 2 points and
C 1 point.
 Benchmark:

 A benchmark is a standard or reference point used to evaluate the performance of students. Just like rubrics help assess
skills, benchmarks are essential for determining if a student's performance meets the expected standards based on
specific criteria, such as fitness or academic tests.
Importance of Benchmarking:
 In physical education, for example, students‘ fitness levels are assessed using various tests (e.g., 600-meter run).
However, a student's performance may vary significantly due to factors like location (e.g., Delhi vs. Himachal Pradesh) or
personal capacity.
 To fairly assess and compare performance, we need benchmarks that account for these differences.
 Benchmarks help establish whether a student's fitness level is appropriate for their age group, and can highlight whether
improvements are needed.
 Creating a Benchmark:

To develop a benchmark for a specific test, follow these steps:

1. Collect Data: Gather test data from multiple schools and regions, ensuring that the sample represents diverse students (e.g.,
different states, age groups).
2. Age Group Consistency: Ensure that data points are collected from the same age group for accurate comparisons.
3. Gender Consideration: Since fitness levels may differ between males and females, ensure separate data points for each
gender.
4. Large Sample Size: More data points lead to more accurate benchmarks, as larger samples reduce potential biases.
5. Data Analysis: Analyze the collected data to establish norms, i.e., what constitutes a good, average, or below-average
performance.
6. Create Norms: The norms should be in a grading format (e.g., A, B, C) to categorize students' performances.
7. Pilot Testing: Test the created norms through pilot trials (small scale) to verify their authenticity and effectiveness.
8. Final Benchmark: Based on the results of the pilot testing and data analysis, finalize the benchmark that will be used for
future assessments.
 1.5. Types of evaluation

Evaluation focuses on judging the quality of instruction and assessing the overall learning outcome, often by assigning grades.
It answers the question: "What has been learned?" Evaluation is product-oriented and judgmental, typically used as a final
review to gauge the success of the learning process. After an assessment, evaluation is used to determine what the student has
learned. Both evaluation and assessment involve criteria, measurements, and evidence.

Type of evaluation:
Formative Evaluation: Formative evaluation is ongoing process. It is evaluation used to monitor students learning progress
during instruction with the purpose of providing on going feedback to students and teachers
Summative Evaluation: Summative evaluation evaluate the outcome of the program. This type of evaluation is given at the
end of the course to what extentthe student has mastered the intended learning outcomes.
Diagnostic Evaluation: Diagnostic means to find out the exact problem. Through diagnostic evaluation the teacher can know
the student (their strength and weakness). This evaluation also helps to find out the causes of learning problem. This can be
fixed with the remedial actions
Difference between Assessment and Evaluation:
• Assessment is ongoing and evaluation provide closure.
• Assessment improves learning quality and evaluation judges learning level.
• Assessment upgraded and evaluation graded.
• Assessment provides feedback and evaluation shows shortfalls.
 1.6. Meaning and steps in qualitative assessment

 A qualitative assessment is based on the experience, judgment, and wisdom of the teacher who knows and teaches the skills to
the students.
 Qualitative methods are a good starting point when you begin your assessment. These methods can be useful for describing a
situation and can provide insight for your intervention approach.

Steps in qualitative assessment

 Qualitative assessment focuses on evaluating the quality of a skill or performance rather than the outcome. It relies on the
teacher's experience, judgment, and expertise to assess the improvement or development of a student's abilities.
 This method is valuable for gaining insights into students‘ progress and guiding instructional interventions.

Key Components of Qualitative Assessment:

 Performance Indicators and Criteria: These are used to assess specific skills and behaviors during the performance.
 Rubrics: Tools that help define the quality of performance at different levels.
 Assessment plan outline:

Assessment Planning: Planning is essential for effective assessment. It includes defining objectives, choosing assessment methods,
determining timelines, and ensuring the availability of resources and materials.
Assessment Plan Outline:
 Objectives: Clear goals for students, teachers, schools, and parents.
 Techniques: Methods or tools used for testing (e.g., performance observation, checklists).
 Time-Line: Schedule for assessment, including when students will be tested and when results will be available.
 Resources and Materials: Roles and responsibilities for conducting, analyzing, and reporting the assessment, as well as checking
the availability of equipment and safety provisions.

Pre, During and Post assessment:

1. Pre-Assessment (Preparation):
 Communication: Students should know what assessments they will undergo, and practice beforehand. Parents should be
informed and give consent, and any students with physical limitations should be identified.
 Preparation: Ensure all logistical details are in place, such as verifying student data, preparing the assessment area (ground
markings, equipment), and ensuring safety (first aid and water availability).
 2. Day of the Assessment:
 Safety Check: Inspect the assessment area for safety hazards.
 Instructions: Provide clear instructions and check for understanding.
 Equipment Check: Ensure all tools and props are safe and ready for use.
 Warm-Up and Hydration: Students should be warmed up and encouraged to stay hydrated.
 Testing: Conduct the assessment, ensuring accuracy and safety. Any discrepancies should be corrected before concluding
the session.
3. Post-Assessment:
 Data Handling: Upload and verify data, ensuring accuracy.
 Report Generation: Collaborate with coordinators to prepare assessment reports and ensure correctness.
 Distribution: Distribute reports to relevant parties (coordinators, teachers) as needed.
 1.7. Meaning and steps in quantitative assessment

 In physical education , fitness tests are widely used as a quantitative or norm-referenced assessment.
 These tests measure various physical capacities, and student performance is compared to established norms or standards,
providing a clear measure of learning and teaching effectiveness.
 Fitness tests help identify students' strengths and weaknesses in different physical areas and are valuable tools for
monitoring progress.

Common Components of Fitness Tests, measuring different capacity of a child.

 Aerobic Capacity: Measures the ability to sustain prolonged physical activity with the presence of oxygen.
 Tests: Beep Test, 600m Run/Walk
 Purpose: To evaluate cardiovascular endurance.
 Anaerobic Capacity: Measures the ability to exert maximal force in short bursts without oxygen.
 Test: 30-meter Sprint
 Purpose: To assess speed and power over short distances.
1. Flexibility:
Measures the range of motion in joints and muscles, particularly in the back.
Test: Sit and Reach Test
Purpose: To assess flexibility, especially in the hamstrings and lower back.

Correct way of performing sit & reach

2. Explosive Strength (Lower Body):
Measures the ability to exert maximum force quickly with the lower body.
Test: Standing Broad Jump
Purpose: To assess lower body power and explosive strength.

Correct way of performing stand broad jump

3. Abdominal Strength:
Measures core strength, specifically the muscles of the abdomen.
Test: Sit-Ups (Curl-Ups)
Purpose: To evaluate muscular endurance and core strength.

Correct way of performing Sit up test

4. Height and Weight:
Provides a measure of growth and physical development in relation to age.
Purpose: To assess overall health, development, and potential concerns related to body composition (e.g., obesity or underweight
issues).

Height and Weight measure:

5. Body Composition:
Refers to the proportion of fat and lean mass in the body. It‘s important for assessing overall health and fitness.
Test: Skinfold Measurements, Bioelectrical Impedance Analysis (BIA)

6. Muscular Endurance:
Measures how long a muscle can sustain a particular contraction or perform repetitive movements without fatigue.
Test: Push-Up Test, Plank Test

push-up test
7. Muscular Strength:
Measures the maximum amount of force a muscle can exert in a single effort.
Test: 1-RM (One Repetition Maximum) or Hand Grip Strength Test
Administration of Fitness Tests:
Preparation and Planning:
Schedule: Create a timeline for when and how the tests will be administered.
Pre-Assessment Preparation: Inform students and parents, and ensure students understand the tests.
Equipment: Ensure all necessary equipment is available and in working condition (e.g., stopwatches, measuring tapes, medicine
balls).
Test Execution:
Warm-Up: Students should be given a proper warm-up before testing to reduce injury risk.
Clear Instructions: Explain each test, its purpose, and how it is performed. Ensure students are comfortable and understand the
process.
Safety: Ensure the test environment is safe and that students are medically cleared to participate (address any medical concerns
beforehand).
Data Collection and Analysis:
Record Scores: Ensure accurate data collection, recording each student's performance for comparison against norms.
Data Interpretation: Compare the test results to age-appropriate norms and assess individual progress or areas that need
improvement.
Post-Assessment:
Feedback: Provide students with feedback on their performance and areas for improvement.
Follow-Up: Use results to tailor future fitness training programs and to monitor long-term progress.
 Fitness Assessment

Sl. No Fitness Parameters Tests Age limit Comments

1 Aerobic Capacity 1. Beep Test 7 year and above Clear Instruction with
2. Walk or run test Demonstration
3. Step test Proper warm-up required
4. Beep Test
5. 600mts Run/walk
2 Anaerobic Capacity 1. 20 mts Sprint 6 year and above Clear Instruction with
2. 30 mts Sprint Demonstration
3. Flying 30 mts sprint Proper warm-up required
3 Upper Body Strength 1. Seated Medicine 6 year and above Specific warm up required
Ball Throw
2. Standing Medicine
Ball Throw
3. Push-ups
4. Pull ups
 Fitness Assessment

Sl. No Fitness Parameters Tests Age limit Comments

4 Lower Body Strength 1. Vertical Jump Tests 6 year and above Specific warm up required
2. Standing Long
(Broad) Jump Test
5 Abdominal strength 1. Curl ups 8 year and above Specific warm up required
2. Sit Ups
3. Plank test
6 Flexibility 1. Sit & reach test 6 year and above Proper warm up required
2. V-Sit test
3. Toe Touch
 1.8. Interaction with Parents Post Assessments

A Parent-Teacher Meeting (PTM) is a key opportunity for teachers to engage with parents, explain student performance, and build
a collaborative relationship to support student growth. Here are the essential tips for managing PTMs effectively:
Key Tips for Managing PTMs:
1. Two-Way Conversation: PTMs should be a dialogue, not just a one-way explanation. Parents often have valuable insights into
their child‘s strengths, learning styles, and challenges, which can help inform your teaching methods. Building trust through mutual
respect is essential.
2. Focus on Learning: Link your discussions to strategies that support student learning. Provide parents with practical suggestions
on how they can help their child‘s academic progress at home.
3. Highlight Strengths and Challenges: Share both praise and constructive feedback. Parents appreciate hearing about their child's
achievements, but also need to know about areas where improvement is needed to help guide their child‘s development.
Pre-PTM Preparation:
1. Confirm PTM Details: Ensure the date and time of the meeting are confirmed with the school.
2. Inform the Coordinator: Notify your coordinator of the upcoming PTM and check their availability.
3. Prepare Reports: Ensure that the report cards are accurate and ready for distribution.
4. Set Up Display: Identify a spot to showcase props or materials, ideally outside the classroom, to engage parents.
5. Update Records: Update the EduSports dashboard and prepare any relevant materials, including parent testimonial forms.
During the PTM:
1. Arrive Early: Be on time and ensure you are prepared for the meeting.
2. Professional Appearance: Be presentable and maintain a professional demeanor.
3. Display Props: Have any props or materials set up and available for parents to view.
4. Be Accessible: Be available to speak outside the classroom, ensuring a smooth flow of discussions.

Key Things to Remember:

1. Be on Time: Respect parents' time by arriving early and staying organized.
2. Stay Calm: Maintain composure during the meeting.
3. Polite Communication: Keep the tone respectful and positive.
4. Listen First: Understand parents' questions fully before answering. If you don‘t have an immediate answer, encourage them to contact you
via email (e.g., assessments@edusports.in).
5. Request Testimonials: If parents are willing, ask them to fill out testimonial forms.
6. Stay Positive: Always focus on positive aspects when discussing the child, the school, and EduSports.
 Post-PTM:
1. Send Reports: On the same day, send the event completion report and any collected testimonials to the
coordinator.
2. Report Issues: If there are any major concerns or escalations, report them immediately to the relevant
function or department.