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GRADING: A POWERFUL TEACHING TOOL

            

by Isobel Kleinman
               

JOPHPERD May/June 1997 issue


        
How setting minimal performance standards for grading teaches focus and results in learning and enjoyment.

Background

        After eighteen years of teaching enthusiastic junior high school students, my school merged with its receiving high school.    I remembered former students as energetic, eager to please and having sufficient skills to play an active, exciting and very physical game.  The biggest task teaching seventh and eighth graders had been to harness their energy and preserve their enthusiasm while teaching new skills and setting new goals.  With this in mind, I looked forward to the school merger and being reunited with former students,  now a bit older, a bit wiser and what I thought, a bit better.
          And then I took my high school class out to the field for the first time.  I was horrified.  During my most senior class' game, the only thing I saw moving was the ball.  From then on, I tried everything in my educational and psychological bag of tricks to motivate them:  verbal encouragement, team strategy, prodding, humor and guilt.    I even resorted to re-teaching that which had been successfully learned before.  There was no improvement in effort.  When I started to sound like a nag and felt my anger mounting over continued resistance, failure to move and total disinterest in learning, I knew it was time to try something I had never done before.
         I resorted to the grading factor.  No, I did not threaten to fail them.  I used the positive approach.  To my surprise the change was dramatic. As a result of that situation some ten years ago, my personal philosophy of grading changed.   Instead of giving the outstanding athlete the highest skills score and then working my way down, I now grade the achievement in the form of outcomes.   The difference is that children who learn what is taught can achieve a high grade without being highly skilled athletes.

Choosing Standards That Will Change Student Weaknesses

        My response to that wonderful but infuriating group of senior girls was a new approach to grading. The girls had the necessary skills when they were younger and showed evidence of them during skills practice, but did not use them during the game because they never moved to the ball.
It was impossible to grade skills in the game context and it seemed inappropriate to give them credit for unused skills that were apparent in an isolated format only.
        Bluntly, I told the class the game required, if played correctly,  movement seventy five percent of the time and that I wouldn't  grade their skills at all unless they were moving three quarters of the time they were on the field.  Fortunately, they were responsive.  It then became necessary to decide and clearly specify what outcomes I wanted from the individual players during the game.
         I knew that in order for the improved performance to continue, specific expectations needed to be announced well before grading.  Students needed to know what to aim for.   It was necessary to create a grading system that encouraged everyone to do his or her best.  I felt the standards had to be attainable in order to overcome apathy.   I chose goals that required effort and focus but could be achieved by everyone.  To avoid the possibility of having few students make an effort, which would have been self defeating, I strived for the reachable "A".   The ultimate objective was achieving a cardiovascular workout via the game.  I did not want to grade skills in the usual time consuming format, the "skills test".

Teaching Skills but Grading Outcomes

        The following goals were established for that group of reticent girls.  First, they had to move 75% of the time.  Then they were challenged to use their skills to fulfill the responsibility of their positions on the field.  For example, I gave credit to any forward who used (1)  footwork before passing,  (2) made their passes laterally and (3) stayed in line with the ball during its forward motion.  I credited their (4) ability to drop back when the defense had the ball so that they were not further than thirty yards from their own defensive players.   For each of  these four specifics, I assigned point credit for its achievement, announced it and wrote it on the blackboard.  Needless to say, the defense was given different expectations.  Halfbacks (mid fielders) were credited for being able to (1) slow down the opponent and (2) force a pass or trap the ball.  They were also credited for (3) positioning in relationship to both the ball and their teammates and for their (4) ability to pass the ball to an open forward.  Fullbacks were asked to (1) quickly retrieve balls for penalties and swiftly return the ball to play,  be able to ( 2) clear the ball down the field,   (3) pass the ball toward the closest sideline and (4) to play up to the center line when their offense was down field, being ready to recover when the advantage was lost.
        These goals were reachable by every girl and because the girls started to move in order to reach them, the games became more dynamic.  Students became engaged in what was going on.  They derived personal satisfaction from their efforts and achieved a physical benefit from the game.  The success was so obvious that,  to this day,  I have continued using this approach.

The Teacher Must Be Creative and Know Their Class

         It is most beneficial for teachers to decide what to grade early in the unit.
        First, examine the weaknesses of game play,  then decide what skills need the most work and encourage their practice.  Determine what outcomes will reverse the strategy problems and verbally reinforce the opposite team behavior before and during game play.  Then announce the outcomes that will be graded and give the students time to practice meeting your expectations.
         Here are some examples.  When the problem for my class was no longer getting to the ball, a different game ruining habit was acquired; the "hot potato" syndrome.  Students would get the ball and immediately kick it away.   This problem eventually reversed itself after an announcement that grading would be based (1) on the trap and (2) using the short dribble before  passing.  Both these skills slowed down the game and encouraged players to keep the ball longer.
        When other classes developed the habit of kicking the ball straight ahead, I chose to focus on an outlet pass for the defense and the inlet pass for the offense and later graded it.  When students backed off the ball and let it drop, I provided additional pre-game practice in heading and body traps and then credited all body traps and heading that occurred during the game.
        Define the skills that will  improve the student's game, limit the choices to what can be accomplished within the unit,  encourage skills practice and then clearly explain and post the desired outcomes several weeks before grading takes place.

Grades Can Encourage Annual Progress

         Set new but attainable goals annually.   Make certain the desired standard can be met within the limitations of  scheduling and you will find that students make the effort to achieve whatever they feel is within their reach.  The importance of this is paramount.  If students perceive that standards are unreachable, many will not try at all.  By setting realistic expectations each year,  the skills of the individual improve and the games will become more active.
          Frequently age groups learn and behave in patterns that are individually their own which often detract from their game and their team's enjoyment of it.  Take the maturation level of each age group into account when determining expectations.  Volleyball, which everyone likes to play can illustrate how to adjust expectations to the age group while teaching each grade valuable skills and asking for more complex outcomes as they get older.  Let me identify the behaviors I noticed from my students and how I dealt with them.
        The seventh graders did not seem to know what to pay attention to once the game started. Their attention wandered very easily.  Many students felt useless unless they could get the ball over the net from anywhere on the court; ignorant to how difficult or inappropriate such an effort would turn out to be.   Others would cause the game to break down because they lacked confidence.  Afraid to make a mistake and not wanting to ruin it for their teammates, they would avoid meeting the ball at the last minute and let it drop to the floor.  The aggressive player would try to take all the responsibility.  They did not realize that often the result was hitting the ball off the court and that their effort was working against the team.  To counter the general fidgeting, lack of focus and these kind of unrealistic expectations, I set the following standards:
        1.  Keep your eyes on the ball while the ball is in play.
        2.  Use a bump pass to convert low balls up into the air.
        3.  Use a set to convert high balls back up in the air.
        4.  Serve from off the court at least once.  (This was a challenge for some students. One success yielded full credit.)
        5.  Extra credit was given to players saving their teammates errant taps. (Backup, not take over)
        Eighth graders seemed to react as if they believed when a good player touched the ball,  it was unnecessary for them to be prepared to become part of the play.  Strangely, as their personal confidence increased, the teamwork decreased.  Rallies would get longer but there would be less people involved in them because the hitters would continue to hit the ball back and forth to each other.  As a result, I set the following expectations for them:
        1.  Back line players were to pass to front line player.
        2.  Front line players were to try and touch the ball before it passed over the net.
        3.  Servers should confidently put the ball in play  during their turn of service.
        4.  Taps passing over the net should change direction or be hit deep.
        5.  Extra credit was given to anyone making a save out of the net.
        Ninth and tenth grade young men, wanting to prove their male prowess, would kill the ball every chance they got.  Many girls, being all to aware of this goal were often intimidated.  As a result, new team dynamics developed.  The girls backed away from the ball and the guys hogged the whole court, running out of position quickly and going for the kill even when the set up was not there.  To discourage this and encourage good team volleyball, the focus was on:
        1.  Hit high bumps that remain on one's own side of the court.
        2.  Use the set as the second tap .
        3.  Place the serve by identifying and aiming for holes in court coverage.
        4.  Serve consecutive serves over the net and onto the court.
        Tenth Grade
        1.  Use the overhead serve or any other offensive service delivery.
        2.  Set to best player on the front line.
        3.  Leave the ground to hit the third tap over the net.
        4.  Send the bump pass to one's own center of the court.
        The upper grade, levels are already proficient in their basic skills.  They have  demonstrated an understanding and acceptance of their own strengths and weaknesses.  The challenge for them is to make the game happen the way they want it to,  taking advantage of their own team's strengths and avoiding  its weaknesses.  They should begin  identifying  and exploiting the weakness of their opposing teams during the rallies.
        Eleventh Grade
        1.  Slow down the game by using three taps before sending the ball over the net.
        2.  On most plays, attempt a clear bump -- set---spike strategy.
        3.  Have a successful overhead serve
        4.  Assume third tap responsibility when it becomes necessary.
                 Twelve Grade
        1.  Identify and define teammates assets; i.e., who is best on defense and on offense, assign responsibilities: once in designated roles,  demonstrate whichever skill is required by them:  controlled bumps , well directed sets or successful spikes and blocks.
        2.  On defense, blocking and lining up for anticipated path of the spike.
        3.  Switching positions to best take advantage of team assignments.
        4.  Using an occasional change of pace to fake out  opponents.

Other Aspects That Must Be Considered

        Professionally, I believe that learning should be weighted most heavily in grading.  But, there are other considerations.  Some districts, like mine, have legislated the weighting of the physical education grade.  If this occurs, you are compelled to follow district policy.
         In my district, the part of the grade I just explained (skills) is worth fifteen percent (15%) of the total grade.  Though it is time consuming for the teacher and under weighted  by the district,  I continue to define progressive goals and grade their outcomes because it continues to enhance play. The highest percentage of our grade is participation, sixty five percent (65%), while knowledge is ten percent  (10%) and  physical fitness is ten percent (10%).  The fitness part of the grade is arrived at subjectively. The fitness test, though given twice a year, is not factored in by most teachers in our district.
        Prior to my district policy defining the breakdown of the physical education grade, the following percentages worked for me; one third skill (33 1/3%), one third knowledge (33 1/3%), one third participation (33 1/3%).  Whatever policy is dictated, it is still necessary to define one's grading choices within each category.  Once you do, communicate them clearly and make certain that they are announced to the students prior to being put into effect.

In Conclusion

        When choosing skills to teach and outcomes to grade,  focus on selecting attainable skills whose improvement will foster an active game.
         Students who work toward achieving the outcomes you choose accomplish more than just a good grade.  Inevitably their games will become more interesting.  They will have fun, become more fit and learn what to reasonably expect from themselves, which in turn,  will enhance their self concept.  In addition, they will learn what they can legitimately encourage from the poorest skilled player on their team and become enabled to help that student succeed because the goals are clear and are attainable.  They will learn to understand what they have the right to expect and what they should not tolerate quietly from indifferent teammates because they will learn the difference between lack of effort and the inability to do better.   In this process, they can appreciate the achievement of their team and learn to work together.
         Philosophically, whoever appreciates this article must accept the premise that grading can legitimately reflect and encourage "relative excellence" and that high grades in physical education are not necessarily a recognition of very highly skilled athletes.   This thinking is a long way from the days a student who looked average was average and could expect an average grade, 75%.  This approach encourages everyone to get high grades, with work.  It does so because the level being sought is attainable if students focus on what is being taught and try to comply with what  is valued  by their teacher.
        The teacher benefits too.  Thoroughly thinking goals through and clearly communicating them results in an involved and active class capable of motivating each other.  In such an environment, the disinterested get interested.  Skills successfully learned in isolation and during practice sessions become useful tools in the game context. The games improve dramatically.  The "physical" in physical education becomes obvious.  Units conclude at a positive emotional crescendo.  There is excitement because everyone has learned to successfully be involved in all aspects of the game:  planning,  playing and accomplishment.  Having won or lost, everybody is a winner.
        

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