Classroom Based Assessments (CBA)
Classroom Based Assessments (CBA's) have been developed by Washington State teachers and are designed to measure learning for selected components of the Health and Fitness Essential Academic Learning Requirements (EALRs). Documents have been developed for students in Grades 5, 8, and high school. Teachers from across the state in small, medium, and large districts and in urban, suburban, and rural settings piloted these assessments in their classrooms.
The assessments provide the following:
Immediate information to teachers regarding how well students have acquired the knowledge and skills for health and fitness expectations.
Information to teachers regarding the strengths and gaps in classroom instruction and learning strategies.
Embedded assessments as part of the learning experience for students, who can participate in measuring their achievements.
Models for high-quality classroom assessments.
The Health and Fitness assessments are multi-stepped tasks or projects aligned to specific state standards which target skills and knowledge necessary for a physically active and healthy lifestyle. Completing an assessment at a proficient level requires students to demonstrate that they have met specific grade level expectations by applying their understanding of health and/or fitness knowledge, concepts, and skills to a specific context that is meant to be relevant to the lives of these students. Assessments are designed to ensure that students employ critical thinking skills and engage in their own individual analysis of health and/or fitness. There are 22 assessments; seven are targeted for elementary school, eight for middle school, and seven for high school.
Why are OSPI-Developed Assessments being used?
Validity: Given the broad, conceptual nature of the Health and Fitness standards, the assessments are a valid way to assess the learning of these standards and to help students gain the knowledge and skills authentic to engaged, informed physically active and healthy lifestyle.
Coherence: District health and fitness programs will have a greater coherence if assessments are included in each of the health and fitness course units. The common rubrics ensure that students will be asked to meet rigorous expectations as they move from elementary school to middle school to high school as well as from district to district.
Balance: The assessments are designed to ensure accountability to the state’s standards while still maintaining a local district’s control over specific content in health and fitness.
Research: There is a great deal of research that indicates that having students engage regularly in rigorous, authentic, performance-based assessments, such as the assessments, increases their academic achievement in health and fitness. (e.g. the research from Cathy Taylor)
Integration: Health and Fitness assessments are another way teachers can target important reading and writing standards in their instruction.
Accountability: The assessments and the reporting on the use of these assessments are one way the state is asking districts to ensure that all students have opportunities to meet the standards in health and fitness skills.