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Running Head: Scholarly Review

Scholarly Journal Review Assignment


Natalie Welsh
KIN 745: Assessment In Physical Education
Dr. Beasley
June 10, 2015

Scholarly Review

Scholarly Journal Review Assignment


Article Significance
The significance of the article, Grading and Report Cards for Standards-Based Physical
Education, is to address the need to modify traditional grading in physical education as programs
move towards learning and assessment experiences that are more authentic. As learning and
assessment required of the student becomes more focused on real world application of
knowledge and skill, rather than just earning a letter grade, grading procedures need to be
adjusted to meet new standards-based forms of assessment.
Problem and Objectives of the Article
The objectives Melograno lists in his article, Grading and Report Cards for StandardsBased Physical Education are to; clearly identify standards for conducting quality assessments,
examine grading issues and concerns, present guidelines for grading standards-based physical
education programs, and to show examples of grading and reporting schemes that emphasize
clear reference points (Melograno, 2007, p.45). The problem presented in the article is that many
physical educators are using outdated traditional evaluation procedures, rather than using
standards-based procedures that will help to inform the learner. By using examples of grading
procedures in his research, Melograno shows readers the flaws in validity of different scoring
systems.
Research Methods Used
The research methods that Melograno uses consist of creating data tables analyzing common
grading practices. Melograno explores five different grading practice scenarios by applying
different percentage values to the areas of performance, measuring health-related fitness and
psychomotor domains, knowledge, measuring the cognitive domain, and participation,

Scholarly Review

measuring components of the affective domain as well as procedural components. By changing


the percentage values that each grading component is worth for the traditional grading scale, we
can see how the five different students grades can look drastically different from one grading
scale to another.
Melograno also presents the discrepancies with the progress versus mastery system, also
known as the improvement versus achievement grading systems. He shows data for two different
students, one of which came into a volleyball unit with fairly proficient skills and did not show
great improvement to their skills at the completion of the unit, the other came in with low skills
during the pretest, but showed great improvement at the end of the unit. When using the progress
versus mastery system, the student example who showed mastery during the entry testing ended
up with a C letter grade when measured on the percentage of progress and percentage of mastery,
while the student who came in with the low entry score, but who finished with a higher score,
ended up with a B score when measured in the same two areas. Although, the student who
showed mastery during the entry test completed the unit showing greater proficiency then the
student who improved greatly, he still ended up with a lower grade then a less proficient student.
This grading model does not meet the needs of students who may come into a unit with
proficient skills.
Positive and Negative Implications
There are positive and negative implications for this study. It is positive for educators to
reflect on their grading and assessment practices to make sure that they are using valid and
reliable practices to assess student learning. Through using authentic assessments to evaluate
student performance on standards-based criterion, students will receive greater feedback and will
therefore be more involved and informed throughout their learning process.

Scholarly Review

The negative implications for this study are that many physical educators may find the
adjustment from using traditional letter grading to utilizing a new form of standards-based
grading to be time-consuming and difficult. Educators may be hesitant to change their systems
because they may feel that their system works well for them and their students.
Results of the Study
Melogranos findings suggest that there is a need in physical education to reevaluate
traditional grading practices to align to physical education standards. By assessing students on
physical education standards, and by using authentic grading practices, students will be better
informed regarding their performance. Melograno (2007) created eight guidelines following his
research to aid in grading standards-based physical education programs in a way that supports
learning and encourage[s] student success(p. 48). Melograno suggests relating grading
procedures to standards, using criterion-references performance standards to determine grades,
limiting the factors included in grades to achievement, sampling student performance by not
including all scores in grades, keeping records so they can be changed and updated easily,
crunching numbers carefully-if at all, using quality assessments and properly recording evidence
of achievement, and discussing and involving students in assessment and grading (pp. 48-49).

Scholarly Review

References
Melograno, Vincent J. (2007). Grading and Report Cards for Standards-Based Physical
Education. Journal of Physical Education, Recreation & Dance, 78, 45-53. Retrieved from
http://files.eric.ed.gov/fulltext/EJ795585.pdf