Transcript Class 10 - Assessment II

ASSESSMENT & EVALUATION
Lesson Plan Assignment
 You DO NOT have to present it, just submit a hard
copy (no title page required)
 Assume the reader (e.g. ME) knows nothing about
teaching PE – be as detailed as possible!
 Choose an activity or sport that is BEYOND your
comfort zone!
 LP is due on November 19th – IN CLASS
From the Curriculum to the Report Card –
What is the Process?
Step #1.
Understanding the Curriculum
Step #2.
Collecting the evidence
Step #3.
Recording the evidence of
student learning
Evaluating – making the judgement
Step #4.
Step #5.
Completing the Provincial
Report Card
Step # 2: Collecting the Evidence
 Sample Assessment strategies (what will students be
doing?):
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Skill demonstration (PERFORMANCE)
Game play (PERFORMANCE)
Journal, quiz, test
Case study, debate, discussion
Fitness profile/log, graphic organizer
Conference
Project, presentation
Role play
Portfolio, contract
Written or verbal response
Step #2: Collecting the Evidence
Sample assessment tools (what instruments will the
teacher/student use to collect the evidence?):
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Assessment scales (rubric)
Marking scheme
Target/Wheel/Star/Pyramid/Step
Observation checklist
Self assessment
Peer assessment
Written evidence – tests, assignments, etc.
Assessment Scale for Assessing
Fundamental Movement Skills
Specific Expectation: send an object to a partner…..
Model: What does volleying look like?
Level 1 – rarely performs
Level 2 – sometimes performs
Level 3 – usually performs
Level 4 – consistently performs
Design your own rubric...
 Choose one MOVEMENT SKILL from the Ontario
Curriculum
 Prepare a table, and enter the descriptors from page 9
 List the descriptors for your skill
 Enter the grade
 Enter the learning expectation (direct quote)
 Add your names
Designing Assessment Tasks
 Focus on essential learnings (overall expectations), group specific
expectations
 Determine the knowledge/skill category for each by examining the verb
 What evidence is required? – use a variety of assessment tasks to gather
evidence
 Provide students with clear targets, opportunities to meet expectations
 Use Achievement level descriptors as a guide for gathering evidence
Matching Assessment Tasks
 Connect the learning expectations to
the Knowledge/skills categories and
the descriptors in the Achievement
levels in “The Ontario Curriculum”
(page 9)
Expectations – content for learning
Achievement Levels – how well the student has
achieved the expectations
Verbs Linked to Knowledge/Skills Categories
 Understanding of concepts:
identify, recognize, label, examine,
outline, distinguish, define, analyze,
relate, determine
Verbs Linked to Knowledge/Skills Categories
 Movement Skills:
dribble, throw, kick, send, pass,
balance, perform, dismount, jump,
move, travel, bounce, demonstrate,
combine, hit, stop, grip, hang, use
Verbs Linked to Knowledge/Skills Categories
 Communication of Required Knowledge:
explain, describe, communicate,
discuss, present, suggest
Verb Linked to Knowledge/Skills Categories
 Active Participation
use, employ, apply, display, work, follow, demonstrate,
stay, assess, participate, implement, improve,
maintain, adopt, provide, acquire, incorporate,
transfer, monitor
STEP #3: Recording the Evidence
 create a separate recording chart for each
Knowledge/Skills category (e.g. Understanding of
Concepts, Movement Skills, Active Participation,
Communication of required knowledge)
 OPHEA Documents provide lots of great samples!
Recording of Evidence Chart
Knowledge/Skills Category
Level criteria
Students names
Expectations
Topics/Units
Step # 3 – continued…
 Include descriptors (page 9)
 Include expectations relating to that category
 Indicate the topics/units where students have
opportunities to demonstrate their learning, but
REMEMBER…….
Step # 3 continued….
 Some expectations may be demonstrated in a variety of
units (e.g. locomotion)
 Units or topics will relate to the program you develop (e.g.
basketball, capture the flag, dodge ball, etc.)
 Some expectations will require year long assessment (e.g.
fair play, participation, etc.)
 Some expectations will be most appropriately addressed in
only one topic or unit (e.g. healthy eating)
Step #3, continued…
 Transfer the evidence from the assessment tools
(rubrics, self, peer, teacher, etc.) to the recording
charts
 Record the appropriate Achievement level (1, 2, 3, 4)
Step # 4: Evaluating… Making a Judgement
 This involves determining the HIGHEST MOST
CONSISTENT LEVEL of achievement
 A weighting factor should be considered for each
Knowledge/Skills category, taking into consideration
QUANTITY, TIME, and QUALITY
QUANTITY
 Weighting based on the number of expectations
assessed within each category (Active participation
carries the most expectations at all elementary grade
levels)
TIME
 Weighting based on the amount of time spent
throughout the term/year for the student to
demonstrate learning expectation(s).
QUALITY
 Weighting based on tasks that provide a richer
indication of students’ ability.
Step # 5: Completing the Provincial Report
Card
 Letter or percentage grade
 Anecdotal comment describing the student’s
strengths, weaknesses and steps for improvement
 Report on learning skills
The Provincial Report Cards
 Elementary Report Card Grade 1-6
 Elementary Report Card Grade 7-8 (Catholic)
 Secondary Report Card Grade 9-12 (semestered)
 From: Ministry of Education
Learning Skills
 Independent Work
 Initiative
 Homework Completion
 Use of information
 Cooperation with others
 Conflict resolution
 Class participation
 Problem solving
 Goal setting
E
G
S
N
SECONDARY LEARNING SKILLS
Subject:______________________Grade:__________Reporting Period:__________
Learning Skill
Works
Independently
Teamwork
Organization
Work
Habits/Homework
Date
Key: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement
Name:
1
2
3
4
5
6
7
8
Initiative
Entering the Grade
 Translate the student’s highest most consistent level
from your recording page
 Translate that level into a letter or percentage grade
 View process as moving from 4 point scale to 12 point
scale
Provincial Guide for Grading
Level 4
Level 3
Level 2
Level 1
R (Below 50)
A+
A
AB+
B
BC+
C
CD+
D
D-
90-100
85-89
80-84
77-79
73-76
70-72
67-69
63-66
60-62
57-59
53-56
50-52
R
Below 50
Anecdotal Comments
 Describe the student’s strengths and weaknesses in
relationship to the four Knowledge/skills categories
 Describe the student’s achievement rather than simply
listing the curriculum taught
 Be clear, concise, and consistent with level of achievement
 Describe the “next steps”, giving concrete suggestions for
parent and student
Source:
Getting Assessment Right: Health and Physical
Education Grades 1-8
By: Sue Amos and Susan Orchard
Data Based Directions
Quality Resources for Educators
www.databdirect.com
For next class:
 Read Chapter 7 – Students with Special Needs