Communicating Physical Education Assessment Results

Instructor: Clio Stearns

Clio has taught education courses at the college level and has a Ph.D. in curriculum and instruction.

If you are a physical education teacher, you probably conduct assessments of your students' capacities and growth over time. This lesson discusses how you can communicate the results of these assessments with various groups.

Assessment in Physical Education

As a middle school physical education teacher, Jane knows that her job is really important. She wants her students to learn to play a variety of sports and games, to build their strength and endurance, and to learn important skills for fitness, collaboration, and personal care.

For the last few years, Jane has been working on building up her repertoire of assessments, or evaluations she can use to determine her students' strengths and struggles.

She finds that these assessments are incredibly helpful in informing her instruction and letting her know her students more deeply. Now, she is ready to think about how she can communicate the results of these assessments to different people who might be interested.

Communicating with Students

Jane knows that she should be very sensitive in communicating the results of her assessments with students. After all, she does not want to damage her students' self esteem, or how they feel about themselves and their bodies.

She also wants them to maintain self efficacy, a sense of themselves as people capable of accomplishing things. When Jane communicates assessment results with students, she finds it is best to plan short conferences with each student.

She does so in private, to respect her students' confidentiality and need for privacy. At each conference, Jane:

  • Asks students what they think is going well for them in PE
  • Asks students where they think they could improve their physical education or well being
  • Shares at least two concrete strengths she finds from the assessment results
  • Shares one or two areas of improvement she finds from the assessment results, and
  • Leaves time for students to ask questions or have a brief conversation about what she has shared.

She also talks with her students about what goals they might set for themselves and what she, as a teacher, can do to help them attain their personal goals.

Communicating with Families

Jane knows that families often wonder how and what their students are doing in PE class as well. Unlike classroom teachers, she does not usually interact with families in a very regular way.

Therefore, she knows that her communication with families will have to be sensitive, straightforward, and thoughtful. When Jane conducts a formal assessment, she always sends a letter home to families first, letting them know about the assessment and its purpose.

Then, she sends a modified version of the assessment report for families to read. She organizes these reports so that they start with the student's strengths in P.E., then list two to three areas in need of improvement. Next, Jane describes what she is going to do as a teacher to help the student improve, and she lets parents know that she will be talking with students as well.

Jane also thinks it is important to let families know she is available to talk about these assessment results in more detail if they are interested.

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