Transcript ASSESSMENT IN HEALTH AND PHYSICAL EDUCATION

ASSESSMENT IN
PHYSICAL EDUCATION
What, When, How?
Assessment or Evaluation?
Assess = “to sit beside”
– Systematically gathering evidence from a
variety of sources
– Providing students with feedback for
improvement
(PE teachers are always assessing – why?)
Evaluate = “judgement”
– Judging quality of work based on
established criteria
– Assigning a value to represent that
quality
“The primary purpose of assessment and
evaluation is to improve student learning”
(Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)
What is Unique About PE?
Immediate skill demonstration
Large number of students
Expectations are combined within
and across strands
Assessment may be ongoing, multiactivity or single activity
Exceptional students may need a
variety of alterations
PE involves PERFORMANCE –
Based Assessments
Development & execution
– e.g. performing a specific skill according
to given criteria
Process assessments
– e.g. competitive game situation in which
numerous decisions and changes in
direction are made
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
Step #4. Evaluating – making the judgement
Step #5. Completing the Provincial
Report Card
Step #1.
The Ontario Curriculum
Curriculum Goal #1: Comprehension
Curriculum Goal #2: Commitment
Curriculum Goal #3: Capacity
Goal #1: Comprehension
“Students will develop an
understanding of the importance of
physical fitness, health and wellbeing and the factors that contribute
to them.”
Goal #2: Commitment
“Students will develop a personal
commitment to daily vigorous
physical activity and personal health
behaviours.”
Goal #3: Capacity
“Students will develop the basic
movement skills they require to
participate in physical activities
throughout their lives.”
STRANDS IN H & PE
Fundamental
Movement Skills
Healthy
Living
Active
Participation
Active Participation
Physical Activity
Physical Fitness
Living Skills
Safety
Fundamental Movement Skills
Locomotion
Manipulation
Stability
(all integrating
movement principles
of relationships, space
awareness, effort,
body awareness)
Healthy Living
Healthy Eating
Growth and
Development
Personal
Safety/Injury
Prevention
Substance Use and
Abuse
Curriculum Expectations
Overall expectations
Specific expectations
Achievement Levels
Level
Level
Level
Level
1
2
3
4
–
–
–
–
below standard
approaching standard
Provincial standard
achievement above standard
Knowledge and Skills Categories
Understanding of Concepts
Movement Skills
Active Participation
Communication of Required Knowledge
These categories develop learning tasks and
assessment activities, inform parents of
the focus of assessment, and identify the
learning expectation as a “knowledge” or
“skill”
Step # 2: Collecting the Evidence
Sample Assessment strategies (what will
students be doing?):
–
–
–
–
–
–
–
–
–
–
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
instrument will the teacher/student
use to collect the evidence?):
Assessment scales (rubric)
Marking scheme
Target/wheel
Observation checklist
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
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
Secondary Report Card
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
DR
90-100
85-89
80-84
77-79
73-76
70-72
67-69
63-66
60-62
57-59
53-56
50-52
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
NOW YOU ARE READY….
TO ASSESS AND EVALUATE
HEALTH AND PE!!!!!
GOOD LUCK!