THE ROAD LE

SS

TRAVELED

: CURRICULUM

MAPPING

D R . CO L L E E N A

. LE W I S

; DR . M

A RY C.

S C H U T T E N

G R A N D VA L L E Y S

TAT E UN I V

E R S I TY

PROGRAM ASSESSMENTProgram Assessment is . . .• “a rich conversation about student learning informed by

data” (* Marchese)• “the systematic collection of information about student

learning, using the time, knowledge, expertise, and resources available, in order to

inform decisions about how to improve learning” (* Walvoord) Program Assessment leads to Program Evaluation

Program Assessment Individual Evaluation *http://manoa.hawaii.edu/assessment/workshops/pdf/curriculum_maps2009-12.pdf

Learning Outcomes/Content Standards

Curriculum Map

Collection + Analysis of ResultsAssessment Results

Improvement Plan

ASSESSMENT IS CYCLICAL

CURRICULUM MAPS = LEARNING OPPORTUNITIES * A graphical representation of the

relationship between a program’s activities and the program’s student learning outcomesRole :

• Aligns instruction with Student Learning Outcomes and/or Content Standards

• Improves communication• Encourages reflective practice

*http://manoa.hawaii.edu/assessment/workshops/pdf/curriculum_maps2009-12.pdf

CURRICULUM MAP

Destination:Physically Literate Child

Start Here:K- 12 Physical Education Programs

BASIC CURRICULUM MAPGrade Levels

Physically Literate 1

Physically Literate 2

Physically Literate 3

Physically Literate 4

Physically Literate 5

K-2 x x x3-5 x x x6-8 x x x x x9-12 x x x x x

NASPE Standards represented by Physically Literate 1-5

FROM INTRODUCTION TO PRACTICE/PLAY TO MASTERY

Grade Levels

Physically Literate 1

Physically Literate 2

Physically Literate 3

Physically Literate 4

Physically Literate 5

K-2 I I I3-5 P P I P I6-8 M M P M P9-12 M M M M MNASPE Standards represented by Physically Literate 1-5

DOES THIS MAP GET YOU TO THE DESTINATION?

Grade Levels

Physically Literate 1

Physically Literate 2

Physically Literate 3

Physically Literate 4

Physically Literate 5

K-2 I I I3-5 P I I P6-8 I P p9-12 M M MNASPE Standards represented by Physically Literate 1-5

BASIC CURRICULUM MAPGrade Levels

Physically Literate 1

Physically Literate 2

Physically Literate 3

Physically Literate 4

Physically Literate 5

K-23-56-89-12

KEEP THE DESTINATION IN MIND –GRID METHOD

YOUR TURN• Groups of 3• Create a cohesive map for a grade level• Align the instruction with the outcomes where

• I = introduce• P = practice/play• M = mastery (apply/transfer)• A = assess

• Modify courses and outcomes as needed

RESOURCEShttp://

manoa.hawaii.edu/assessment/workshops/pdf/curriculum_maps2009-12.pdf

http://www.aahperd.org/naspe/standards/nationalStandards

/http://michigan.gov/mde/0,4615,7-140-

28753_64839_38684_29234---,00.html

 Assessment Tool for Student Performance

Cognitive (Mental Skills)

Example or key words

Social/Emotional (Attitude)

Example or key words

Motor (Physical Skills)

Example or key words

1. Little or no experience

Recollection is uneven, comprehension is limited

defines, lists, matches, recalls, states

Little awareness or willingness to hear and attention is spotty

asks, chooses, replies, uses

Inconsistent capability to use sensory cures to guide motor action (e.g. can not consistently track a ball’s path)

relates, selects, begins, displays, reacts, moves

2. Developing Recalls relevant information and can interpret instructions and problems

infers, summarizes, explains, paraphrases

Active participation by learner who attends and reacts to a particular phenomenon

participates, asks clarifying questions, knows and practices safety rules

Learned responses l and movements performed inconsistently and not yet habitually

copies, mirrors, follows, reacts, reproduces

3. Target Use a new concept in a new situation or unprompted use of abstraction

applies, changes, constructs, modifies, solves

Value is attached to object, phenomenon or behavior and values are organized (e.g. accepts responsibility for one’s actions)

completes, justifies, selects, shares, works, follows, adheres, alters, orders, relates

Learned responses have become habitual and movements performed with confidence and consistency

constructs, displays, mixes, organizes,

4. Excelling Separates concepts into parts so that its structure can be understood and new meaning created. Makes judgments about ideas or situations

analyzes, diagrams, differentiates, concludes, evaluates, supports, justifies, creates

Uses her/his value system to control behaviors consistently

acts, influences, listens, questions, qualifies, cooperates, performs

Skillful performance of complex motor acts including creative application of skills quickly and accurately

assembles, constructs, manipulates, measures, mixes, organizes, creates