ERIC Number: ED212639
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Student Performance Evaluation. Physical Educators for Equity. Module 7.
Guidelines are presented to aid secondary school physical education teachers in evaluating student performance in a way that avoids sex-role stereotyping and sex discrimination. Suggestions made for conducting testing in a bias-free setting include: (1) avoid sex-differentiated role tasks; (2) organize motor-performance testing procedures so that all test groups contain girls and boys; (3) give equal support to efforts of both sexes; (4) expect the maximum effort from all students; (5) encourage students to support the efforts of all to do as well as possible; (6) show no favoritism; (7) avoid stereotyping either sex as being superior or inferior; and (8) avoid comparing individuals of one sex with the opposite sex as a group. Guidelines are also provided to assist teachers in avoiding sex discrimination when they are grouping students by ability. A discussion is presented on the relative merits of grading by single or separate standards. Examples are given of each type of standard and the ways in which it may be used to achieve equitable results. An exploration is made of ways in which individual progress may be measured in bias-free evaluation. (JD)
Descriptors: Ability Grouping, Achievement Rating, Equal Education, Grading, Holistic Evaluation, Independent Study, Individual Development, Informal Assessment, Nondiscriminatory Education, Physical Education, Sex Fairness, Sex Stereotypes, Student Evaluation, Teacher Education, Tests
WEEA Publishing Center, Educational Development Center, 55 Chapel Street, Newton, MA 02160 (Set of 7 modules: $8.00).
Publication Type: Guides - Classroom - Learner
Education Level: N/A
Sponsor: Women's Educational Equity Act Program (ED), Washington, DC.
Authoring Institution: Education Development Center, Inc., Newton, MA. Women's Educational Equity Act Dissemination Center.; Eastern Kentucky Univ., Richmond. Dept. of Physical Education.
Note: For related documents, see SP 019 713-719.