This article explores efforts to reform physical education programs through the use of high-stakes assessments. It describes past reform efforts that were unsuccessful and shares lessons learned from South Carolina's reform process. The authors provide a first-hand account of implementing standards-based reforms and assessments in South Carolina. They discuss the development of standards, challenges of the reform process, and organizational structures needed. The authors conclude that successful reform requires participation at all levels, continuous teacher development, and sustained funding for assessments.

1. RINK, J. & MURRAY, M.(2002).
HIGH STAKES ASSESSMENT: A
JOURNEY INTO THE UNKNOWN
TERRITORY. QUEST, 54, 205-223
Renee ‘ Brown and Adam Keath

2. Activity
• Pickle ball vs. Math Assessment
– http://www.youtube.com/watch?v=b_rSrDtzbp8

3. Type of, purpose of study/paper,
theoretical framework/background
• The purpose of the this article is to explore
efforts to reform physical education programs
and describe why they might not have been
successful in the past–and share what the
authors learned in the reform efforts of one state.
• Literature Review/ Strategy guide for school
reform
• Theoretical Framework- School Reform Literature

4. Background and significance of
study…what did it report to add?
• What caused the nation to focus their
attention on developing a physically active
lifestyle?
• Why is past history is holding PE back?
– PE programs are going to have to demonstrate
that they are capable of making a difference

5. Background

6. Analysis Methods
• The authors of this paper give first hand
accounts of the process of school reform and
the implementation of high stakes assessment
in South Carolina.
• Having guided the effort to implement reform
and assessment in the state, the authors
describe the steps and hurdles in detail
throughout the article.

7. Findings/Main arguments
→Problems in the past with reform.
→ Standards development and subject
accountability.
→ South Carolina reform effort.
→ The reform process.
→ The organizational Structure.

9. Conclusions/implications for practice
and/or future research
• The establishment of assessment procedures takes contributions
and advocacy at many levels, teachers must believe that reform is
being done “for them not to them”.
– District and teacher level participation.
– State and national content area organizations (NASPE, SHAPE,
WVAHPERD, etc.)
– State legislature and political support.
• Implementing state assessment and content standards is not a one
a done procedure. Assessment practices need refinement and
teacher development should be continuous.
– This means high stakes assessment must be funded.
• South Carolina has shown the potential for reform in other states
and though it may not look the same everywhere they have proven
it possible.

10. What did this paper mean to me?
• Renee’: Top-down initiatives can be useful
when everyone is committed to the reform
being successful.
• Adam: My take on this was the need for us to
develop quality teacher candidates, the
reform process will not benefit from
universities releasing mediocre or
unconcerned graduates.

11. Questions?
• What ways were assessments done in your PE
experiences, were the assessments
meaningful?
• Reform is dictated heavily by legislature as a
teacher or now a member of the PETE
community what impact can you make to
policy in your state?