Transcript Assessment In PE

Assessment In P.E.
A Backward Design
What is Backward Design
• A 3 stage instructional design that begins with the end
in mind – what will the students be able to do by the end
of the lesson/unit/term/semester/year
• Once outcomes are identified teachers work backwards
to develop lessons and materials that are needed to
meet the outcomes
Traditional Instruction Design
Assessment
Activities
Content Topic
Backward Design
• Start with learning goals/outcomes
• Build in assessment
• Plan activities/lessons
Backward Design Model
Plan
lessons
and
activities
Build in
Assessment
Start with outcomes
Three Stages of Backward Design
1. Identify desired outcomes
2. Determine acceptable evidence
3. Plan learning experiences and instruction
(Cooper, 2010)
Stage 1
Identify Desired Outcomes
• What do I want the students to know and be able to
perform as a result of this lesson or unit?
• What is the big idea or ideas of this lesson or unit?
Stage 2
Determine Acceptable Evidence
• How will I know if students have achieved desired
results?
• What kind of formative and summative assessment do I
build into the activity?
Stage 3
Plan Learning Experiences and
Instruction
• Map out the instructional sequence that will prepare
students for assessments
• Include in the sequence in-class lessons and activities,
out of class experiences, assessment for learning
(formative) that build up to final assessment
(summative)
“Where” Approach
• W – students know where they are going, why they
are heading there, what they know, where they
might go wrong in the process, what is required of
them.
• H - hooking the students on the topic
• E – students explore and experience ideas
(outcomes) and are equipped with the necessary
understanding to master the outcome(s)
• R – students have time to rehearse, revise and
refine their skills
• E- student evaluation