Running Head: Grading Scales

Grading Scales in Physical Education

Natalie Welsh
KIN 745: Assessment In Physical Education
Dr. Beasley
June 6, 2015

Grading Scales

Grading Scales in Physical Education

Modification to a Numeric Generic Grading Scale System
When considering using grading scales in physical education, emphasis should be placed
on how students will receive constructive feedback regarding their performance, skills, and
knowledge. Feedback consisting purely of a numeric score will not benefit the student in a way
that will help them to grow as a learner and physically educated person. By utilizing alternative
assessments with written feedback and a rubric system that breaks down specific skills needed to
pass the unit, in support of numeric grading scale score, students can then know expectations and
how to improve. Not only does written feedback help the learner, but it also helps validate
learning that is happening in physical education classes. When questioned by a parent, educator,
or community member, teachers can be better able to support their grading system and program
if they have constructive feedback and a detailed rubric outlining the specific skills that will be
learned.
Pros and Cons of a Grading Scale System
A grading scale system is beneficial to students because in other classes, as well as in
other real world experiences, ratings and scores are given in numeric quantities. Numbers, when
used as a form of a grade, are tangible things that students can find easy to visualize and
understand. This kind of simplicity awards students with an idea of what to aim for and where
they fall in a scale of competency.
The cons to a generic numeric grading scale are that it does not provide the student with
feedback, nor concise areas that they are being graded on. More information is needed to validate
what the numbers mean, and exactly what standards or learning cues are being measured.
According to Larry D. Hensley, traditional assessment instruments and techniques tend to

Grading Scales

measure narrowly defined characteristics, do not facilitate integration of skills or processes, and
are frequently artificial in nature (Hensley, 1997, pp 19). By providing the learner with expected
learning outcomes through the use of a grading rubric, students can be more aware of what
components are being assessed, and what kind of performance equates to what numeric score.

Grading Scales

References
Hensley, Larry D. (1997). Alternative Assessment for Physical Education.
Journal of Physical Education, Recreation & Dance, Volume 68, Issue 7, 19. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/07303084.1997.10604978?journalCode=ujrd20