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Tina J. Hall, Lori K. Hicklin and Karen E. French

Purpose:

The purpose of this study was to investigate teacher compliance with state mandated assessment protocols and teacher accuracy in assessing student motor skill performance.

Method:

Middle school teachers (N = 116) submitted eighth grade student motor skill performance data from 318 physical education classes to a trained monitoring committee to evaluate compliance and data accuracy.

Results:

Eighty-four percent of the data sets met the requirements for acceptance and compliance by the monitoring committee. Accurate assessment of students proved more difficult for teachers when discriminating four performance levels within a rubric (M = 67.17%, SD = 19.79) than simply discerning between competent and incompetent motor skill performance (M = 93.92%, SD = 7.42). Teachers who attended data collection training sessions and curriculum inservice training submitted more compliant and accurate student performance data.

Discussion:

Teacher training is instrumental in the successful use of testing protocols and for discriminating levels within student skill competency. Training should be a part of any district or state mandated assessment program.

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Tina J. Hall, Lori K. Hicklin and Karen E. French

Purpose:

To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.

Method:

Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.

Results:

Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.

Discussion/Conclusion:

This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.