The purpose of grades is to accurately reflect individual student achievement as related to course objectives.
The School Board recognizes that students learn best through a system of clear learning objectives, quality formative assessment, developmental feedback, and the opportunity to respond to that feedback.
Formative Assessment and Feedback
Formative assessment is the process of understanding one’s current performance compared to desired performance and making necessary adjustments to improve the next time. Formative assessment also involves learning from one’s mistakes. A key part of the formative assessment process is non-judgmental developmental feedback.
Communication of Learning Targets
In the Physical Education department, learning targets and quality performance is communicated through:
- Course syllabi containing course objectives
- Unit study guides containing unit learning targets and rubrics for assessed skills and game play provided at the start of each unit
- Daily lesson plans including learning targets posted on the whiteboard and corresponding discussion with students
- The daily performance rubric
- Modeling of skills in advance of student performance
In the Physical Education department, students have the opportunity to improve their performance through formative assessment and timely developmental feedback through:
- Teacher observation and verbal feedback regarding daily performance, including comments corresponding to substandard performance
- Feedback in response to student answers to teacher posed questions at the beginning, during and end of lessons
- Teacher and student modeling of desired skills after student skill demonstration attempts
- Teacher and peer assessment of skills and performance using specific unit/skill rubrics
- Recommendations aimed at improved skill and fitness test performance
Accurately self-assessing one’s work empowers the learner to understand learning goals, monitor progress, and understand the relationship between the effectiveness of one’s effort and one’s improvement. In the Physical Education department, students are expected to accurately self-assess their own work by:
- Assessing their performance using the daily and unit/skill performance rubrics
- Assessing chosen cardio activities via heart rate monitors (heart rate monitors provide immediate feedback in terms of “intensity” of chosen fitness activity)
- Reflecting, in writing, on their fitness scores, goals and progress
Summative Assessment and Grading
The school board recognizes that formal grade reporting is necessary to provide summative information about student performance. Specifically, summative assessment and grade reporting inform students, parents, teaching staff and administration of how well a student meets learning objectives in a course and provides an official record of student performance.
Achievement of course learning objectives is the primary factor in determining grades. Furthermore, the most important skills and content knowledge are given the greatest weight. In the Physical Education department, grades are determined by:
First/Third Quarter = 42.5% Second/Fourth Quarter = 42.5% Final Exam = 15.0%
35% Daily Performance
20% Cardio Day Reflective Writing
15% Unit Tests
15% Skills Tests
15% Fitness Tests
Students absent 15 times within a given quarter are removed from class for the balance of the quarter and must make up the quarter in order to earn credit for the class.
Daily Performance Point Handling In Case Of Absence
Students have the following make-up options to recover daily performance points lost due to excused absences within one week from the day the student returns to class:
- ISHP make-up - burn 200 calories in fitness center or equivalent.
- Observing WFBHS athletic event and reflecting on sportsmanship of all involved.
- Self evaluation of athletic performance.
- Summary and reaction to article corresponding to unit activity in relation to performance techniques, rules and strategies.
- All make-ups must be scheduled with your teacher.
- If a make-up activity cannot be completed within a week, petition your teacher for additional time.
- Failure to complete a make-up activity results in permanent daily performance point loss.
- Students absent due to truancy may not recover daily performance points lost.
Medical Excuse Handling
A student unable to participate for a medically excused reason must have the excusing doctor, therapist, or certified trainer communicate to the teacher what the student CAN do to be active in class. Every effort will be made to meet the student’s needs and aid in the recovery process. However, if activity modifications cannot be made and the student misses 15 class periods within a quarter, the student must withdraw and make up the quarter once he/she is able to be sufficiently active.
The final exam is performed in two parts:
Part 1 = comprehensive written exam
Part 2 = cardio component (student must be in target heart rate zone for 30 minutes)
During “cardio days” students wear heart rate monitors. If students change the heart rate settings or any other data on the monitor they will receive a zero for that cardio day with no possibility for make up.
Behavior is a critical component to creating a respectful, supportive learning environment, and effort is a critical component in the learning process. In the Physical Education department, behavior and effort are reported by the building-wide, quarterly behavior/effort marks.
Alignment to District Policies
This policy is aligned to District Grading Policy (345.1), District Homework Policy (345.3) and Accommodating Sincerely Held Religious Beliefs (323.1).
Behavior that disrupts the teaching and/or learning process for others will be addressed through the school district’s code of classroom conduct (443.7).