8. Criteria Utilized to Grade Students in Health and Physical Education Classes

Ongoing formative and summative assessment is a critical component to the learning process. A variety of assessment tools are used in grading in both Health and Physical Education however the primary criteria for grading are attitude, effort and participation.

Physical Education

Key Findings:

  • Grading Emphasis in K-12 Physical Education is based on (1) Attitude, Effort, and Participation: (2) Sportsmanship, Rules and Safety: and (3)Movement Skill Performance

Figure 8.1a Criteria Utilized in Grading Students in Physical Education Class

Figure 8.1a represents the average percentage of each component used in grading students in physical education for each grade level cluster.


Table 8.1 Criteria Utilized in Grading Students in Physical Education Class

Schools were asked to identify which components were used in grading students in physical education classes. Table 8.1 represents the average percentage of each component used in grading for each grade level cluster.

Health Education

Key Findings:

  • Attitude and effort are utilized as the major criteria for determining grades in K-6 grade levels in health education.
  • Quizzes and exams provide the primary criteria for Health grades in grade levels 7-12.
  • Homework and projects increase in significance with increasing grade level as contributors to grades.

Figure 8.2a Criteria Utilized in Grading Students in Health Education Class

Figure 8.2a represents the average percentage of each component used in grading students in health education for each grade level cluster.


Table 8.2 Criteria Utilized in Grading Students in Health Education Class

Schools were asked to identify which components were used in grading students in health education classes. Table 8.2 represents the average percentage of each component used in grading for each grade level cluster.

THE CALL TO ACTION

NJAHPERD recognizes the value of student attitude, effort, and participation as a critical component of grading. The association also recognizes the critical importance of assessing students in their learning of movement concept and skills. Future professional development opportunities will focus on innovative assessment strategies that provide students feedback regarding the learning of movement concepts and skills.

School Policy regarding Failing Grade in Health and/or Physical Education

State law (N.J.S.A 18A:35-7) requires that”…the conduct and attainment of the pupils shall be marked as in other courses or subjects, and the standing of the pupil in connection there with shall form a part of the requirements for promotion and graduation. In addition, state mandate (N.J.A.C. 6A:8-5.1 Implementation of Graduation Requirements) further stipulates that students in grades 9-12 must attain at least 33/4 credits in each year of attendance in order graduate from high school.

Key Findings:

  • 71% of high schools indicated that students with a failing grade are not required to complete additional work in physical education.
  • 65% of high schools do not require students with a failing grade to complete additional work in health education.

Table 8.3 Course of Action when a High School Student Receives a Failing Grade in Physical Education

Note: The total valid number of responses equal 1778. Since it is a multiple selection question, the total percentage is more than 100.
Table 8.4 Course of Action when a High School Student Receives a Failing Grade in Health Education

Note: The total valid number of responses equal 1715. Since it is a multiple selection question, the total percentage is more than 100.





THE CALL TO ACTION

NJAHPERD supports the state law mandating (N.J.S.A 18A:35-7) that students complete the course requirements for Health and Physical education students. Schools districts are required to provide alternatives for students who fail health and physical education.

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