Transcript Authentic assessment of game performance: Combined approaches leading to self-assessment Tim Hopper PE352 How do we get students actively involved in their learning? • What does.

Authentic assessment of game
performance: Combined approaches
leading to self-assessment
Tim Hopper PE352
1
How do we get students actively
involved in their learning?
• What does it look like?
• How does assessment affect student
learning?
• What are alternative methods of
assessment?
2
Context of example in presentation
Aim of physical education is to encourage
students to pursue an active lifestyle
Specific examples drawn from University
performance and analysis classes in
tennis (PE117 and PE461)
3
In both PE117 and PE461 the assessment
procedures culminate in a university grade.
Consider…
• How can these examples be transferred
into other contexts?
4
Overview of presentation
1.
2.
3.
4.
5.
Four frames of assessment
Game performance and the 4Rs
Practical Examples
Student responses
Why do we assess?
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Assessment - Other/Self-Other/Self
1. Grade based on teacher’s test and/or
judgment (Other decides)
2. Grade based on student self-assessment
and judged by teacher
(Self has input into judgment by Other)
3. Learning based on student self-assessment
and supported by the teacher (Self decides
guided by Others)
4. Self-initiated learning by students (Self
decides working with Others)
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Theory of Games Teaching/Learning
Game performance combines tactical
awareness for appropriate motor skill
selection and motor skill execution*
1. Movement (off-the-ball)
2. Skill selection
3. Skill execution
*Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills : A tactical
games approach. Champaign, IL: Human Kinetics.
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Anatomy of a game performance*
Recover
Tactical Awareness
Player decision making
READ
RESPOND
On-the ball
skill selection
then skill execution
Off-the ball movement
skill selection
then skill execution
REACT
RECOVER
*Hopper. (2003). Four R's for tactical awareness:
Applying game performance assessment in net/wall
games. Teaching Elementary Physical Education,
March, (In press).
Off-the ball movement
skill selection
then skill execution
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Castle game: Practical for 4Rs
See Articles section on Website
http://www.educ.uvic.ca/Faculty/thopper/index.html
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“Other” decides (teacher)
• Officiating rules exam* (graded)
(Closed)
• Stroke analysis assignment* (graded)
(Structured teacher but Open-ended solution)
• Course log* (pass/fail)
(Structured teacher but very open solutions)
[*http://www.educ.uvic.ca/Faculty/thopper/Web/PE117/index.html]
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Reflection
• Teacher knowledge valued
• Student focused on finding our what
teacher values
• Course log started to shift the way
content was organized - based on
student program (teacher prep,
kinesiology, leisure admin.) the detail
and focus varied.
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“Self” has input into judgment by
“Other” (teacher then peers, graded)
• Rubric assessment criteria
•Drives
For more examples link to
http://www.educ.uvic.ca/Faculty/thopper/Web/PE117/index.html
• “Other” as teacher then “Other” as peer
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Drives Criteria
Rating
(1)
Consistency
(2)
Consistency
&
positioning
(3)
Consistency
&
positioning
(4)
Consistency,
placement &
positioning
Area of play and Criteria
Teaching Pointers
Short court
Demonstrate the forehand and backhand
stroke with correct grip and played
sideways on, from partner hand feed. Hit 5
consecutive shots from partner feed.
Performed in half size tennis court.
‘Shake hands’ grip – Palm on top of the
handle {“Eastern” or “Western” grip).
 Turn shoulders sideways to ball, turn
hips.
 Hit ball at waist knee height. Take
racquet back early at hip height.
 Watch ball at all times.
 Return to base behind service-line.
As above, except:
 Single-handed backhand “Chopper” grip
– Palm turned to back of handle.
 Hip turn less.
 Racket taken back lower.
 Strike ball in hitting zone in front of body
Half court
Be able to change grip from a feed. Show
movement and positioning in a game.
Able to keep ball going in 10 shot rally.
Full length court
Perform shots with movement around the
full court. Play coach and partner in game.
Perform rally, changing grips, hitting both
forehands and backhands. Target 20 shots.
Double-handed.
Full length court
Play with greater consistency. Handle high
and low bouncing balls in the game.
Personally hit 8 consecutive shots from
competitive feed in full court on both
forehand and backhand sides.
Full court
Perform shots with movement around the
full court. Play coach and partner in game.
Perform co-op rally with partner changing
grip hitting both forehand and backhands
hitting to open half court area of the court.
Target 16 shots.
Double Handed Grip – eastern forehand grip
plus other hand.
 Hip turn as with forehand.
 Strike ball ahead of leading foot.





Use non-racquet hand to change grip.
Always return racquet to ready position
after shot.
Select shot and prepare early when
possible.
Concentrate on the ball.
Recover to base behind the base-line.
Footwork, small steps.
 Play shot balanced, comfortable distance
from body.
 Use non-racquet hand to balance upper
body.
 Keep head down during stroke.
 High follow-through.
 Recover to cover target area
Game
Play castle game
changing grip.
Play in service boxes
rallying for 4, 6 and 8
shots in push-off
game.
Half length court
with point starting
after 6 backhands hit
in a row.
Full court with point
starting after 4
backhands hit beyond
the service-line.
Half length court.
8 shot rally with
partner or coach then
play out the point.
3-ball feed hitting to
pressing zones.
Play 5 game with
point starting after a
co-operative rally
where a backhand
and forehand drives
are hit successfully in
the game.
Diagram
Rating
(5)
Consistency,
placement,
positioning
& spin
(6)
Placement
Positioning
&
spin
(7)
Placement
Positioning
spin &
power
(8)
Placement
Positioning
spin &
power
(9)
Area of play and Criteria
Teaching Pointers
Full court
Play with greater consistency. Handle high
and low bouncing balls in the game.
Covering a full court personally hit 10
consecutive shots from mixed feed to half
court on both forehand and backhand sides
using spin
Anticipate flight of ball. Move accordingly.
 Early preparation with racquet taken back
height going to hit ball.
 Bend knees.
Full court – 3 ball feed
Control depth and placement of shot in
drills and game situations. Show ability to
use spin to put pressure on an opponent in
game. Hit (50%+) to the pressing zones
beyond the service lines. Able to direct the
ball across court or down the line.
Adjust height of ball clearance over net.
 Control pace of shot.
 Angle racquet face.
 Adjust timing of shot. Hit ball early to go
across court, or late to go down the line.
 Low to high and wrist action for spin
Full court
Ability to control your shots using spin
(slice and topspin) on at least one side.
Demonstrate good technique on drives.
Footwork around the court should show
anticipation and understanding of tactics.
Use of spin/power to attack pressing zones
with 75% success with pace and height
variation.
Full court
Demonstrate use of spin (slice and topspin)
on both drives. Employ power in strokes
effectively at the right time to win a point
or make an opening (windows 1, 2 and 3).
Create angles using spin and pace. Show
correct positioning on court to play strokes
based on opponent’s target & positioning.
Full court
Demonstrate effective instruction of peers
in relation to their individual ability. Coach
a 3-ball feed drill. Work with small groups
or individuals to improve drives rating















Game
10 shot competitive
rally with ball hit to
spaces with varying
height. Play half
court v whole court
game winning points
by using space in full
court.
6 shot Rally to press
zones. Co-op play
cross-court or downline game.
Play 5 game after 4
shots rarely missing
in first 4 shots.
Topspin – Hit from low to high.
Slice – Hit from high to low.
Brushing action under & over ball.
Strokes with balance, control and followthrough.
Position according to shot and opponents
response
Vary pace of stroke using back swing.
Rally in 5-game with
spin to pressing
zones. Take
advantage of short
balls or good length
hits where opponent
is forced back.
Early preparation with shot selection
Timing - Respond to speed of shot.
Use whole body in stroke.
Take ball on the rise when prepared early
to take time away from opponent.
Move into court in response to anticipated
shot from opponent.
Play competitive
points using the
3-point unforced
error game.
Vary height of shot
for situation in game.
Game score for both
players adds up to
15+ points.
Diagnose errors in strokes.
Break sown elements of stroke to
simplify.
Simple to gradually more complex
practices.
Player understands how to improve.
Use appropriate
drills and games to
create the situation
for pupil to
improve use of
drives in the game.
Diagram
Reflection
• Criteria set a progression for improvement
• The path to success was broken down and
encouraged goal setting by students
• Students helped each other improve with
highest level grade in a skill category
achieved for coaching peers up one level.
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“Self” decides guided by “Others”
(peers)
• Adapted game performance assessment
instrument (GPAI)* - uses criteria based
on how you play the game
• Modeled Authentic assessment improved student performance in a game
• “In-process” assessment based on
tactical awareness and skill execution in
game play.
*Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills : A tactical
games approach. Champaign, IL: Human Kinetics.
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Criteria for game performance
Game Performance Components
1.
2.
3.
4.
5.
6.
Base – Recover to position behind or attacking opponent’s target
area.
Decision Making - Read with anticipatory movement of movingback to protect play area to then press/defend or moving-in to
attack opponent’s response.
Cover – Respond with quick split-step preparation as opponent
strikes the ball
Adjust – React to ball with weight-shift movement into shot
execution.
Shot execution - Efficient performance of selected shot
Support - Respond to partner receiving the ball by moving to a
position to receive/cover a pass/shot.
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Game performance and the 4Rs
RECOVER
Tactical Awareness
Player decision-making
Cover
On-the-ball
skill selection
then execution
Base
READ
Decision Making
Off-the-ball
movement skill
RESPOND
REACT
Adjust
Skill
execution
RECOVER
Off-the-ball
movement skill
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A Point…
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Skill
20
Base
21
Base
22
Decision Making
23
Decision Making
24
Cover
25
Cover
26
Adjust
27
Adjust
28
Skill
29
Skill
30
Base
31
Decision Making
32
Cover
33
Adjust
34
Rest of Point
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Criteria for skill selection and execution
Skill Execution Criteria
Rating Criteria
Showed effective tactical awareness by selecting and executing appropriate on5
the-ball skill for the situation in the rally.
Showed good tactical awareness by selecting and mostly executing appropriate
4
on-the-ball skill for the situation in the rally.
Showed tactical awareness by attempting the appropriate on-the-ball skill but
3
ineffective execution due to poor positioning and/or shot preparation.
Showed inconsistent tactical awareness, at times attempting an inappropriate on2
the-ball skill for the situation in the rally.
Showed a lack of tactical awareness with poor on-the-ball skill selection, erratic
1
execution and inappropriate court positioning.
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Criteria for off-the-ball movement
Game Performance Criteria
Rating Criteria
5
Effective selection and execution of appropriate off-the-ball movement skill for
the GPAI component (base, cover, adjust, support or decision making).
4
Generally good selection and execution of appropriate off-the-ball movement
skill for the GPAI component (base, cover, adjust, support or decision making).
3
Not consistent selection and execution of appropriate off-the-ball movement skill
for the GPAI component (base, cover, adjust, support or decision making).
2
Uncertain selection and execution of off-the-ball movement skill for the GPAI
component (base, cover, adjust, support or decision making).
1
Not involved in the play of the game.
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Level 1
Criteria recording for a point played
Point
Won ()
or
Lost (X)



1
2
3
4
Base
Decision
Cover
5
5
5
6
7
x
3
8
3
10
x
x

11
x
3
12

x

x
4
9
13
14
15
Total
Skill
Execution
5
x
x

5
Adjust
4
4
3
4
4
4
5
4
3
4
W
L
(Mode
Score)
(Mode
Score)
(Mode
Score)
(Mode
Score)
(Mode
Score)
7
8
5
4
3
4
4
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Level 2
Judging each shot played
Shot
Won ()
or
Lost (X)
Points
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Total
Skill
Base
Decision
Cover
Adjust
Execution
X or 
X or 
X or 
X or 
X or 

x
x


x
x


x










x


x
x

x
x


x



x
x


W
L
4
6
4
100%
0
3
1
75%
5
3
62.5%
Key: “” Appropriate response. “X” Inappropriate response
4
4
50%
3
1
75%
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New Idea
Criteria and tally system combined
Point
Won ()
or
Lost (X)
Skill Execution
Base
Decision
Cover
Adjust
Game Performance
Criteria
X or 
Rating
1
2
5
Effective selection and execution of appropriate off-the-ball
movement skill for the GPAI component (base, cover, adjust,
support or decision making).
4
Generally good selection and execution of appropriate off-theball movement skill for the GPAI component (base, cover,
adjust, support or decision making).
Not consistent selection and execution of appropriate off-theball movement skill for the GPAI component (base, cover,
adjust, support or decision making).
Uncertain selection and execution of off-the-ball movement skill
for the GPAI component (base, cover, adjust, support or
decision making).
3
4
5
6
3
7
8
2
9
10
1
11
Not involved in the play of the game.
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EXAMPLE
13
14
Skill Execution - Sending the ball back into the court to the appropriate target area-striking the ball in the hitting zone and setting up for recovery.
Key: “” Appropriate response. “X” Inappropriate response
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W
(Mode
Score)
(Mode
Score)
(Mode
Score)
(Mode
Score)
(Mode Score)
Point
Total
L
Won ()
or
Lost (X)
Base
Decision
Cover
Adjust
Skill
Execution
X or 
1
Notes
2
3
4
5



x
x
x

4
5
4
3
4
x
x
x
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Seeing the 4Rs
Decision
Base
Cover
Adjust
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Reflection
• Students valued each other’s efforts
• Students learned to observe game
performance as they realized how to
READ game play
• READing led to the 4R’s cycle becoming
more meaningful and automatic
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Comments from students
• After course grade was completed
students were asked to comment on
the game performance assessment
instrument (GPAI) process. This is
what they said…
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About GPAI assessment process
• “It’s a learning environment for both
the player and coder, it also prepares
you to become a better coach or
teacher.”
• “Students realise that they are
evaluated not in comparison to others,
but rather in terms of individual
improvement and not just skill
performance.”
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Learning about Base
• “As a beginner I was unaware of my
poor base. As soon as Kevin pointed it
out there was an immediate
improvement.”
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Learning Decisions Making
• “Before this class I never read the
opponent’s response to my hit; I would
just react. By figuring out whether the
opponent is hitting forward or on their
back foot I can stay at the baseline or
move forward. This is making the
game a lot easier and I’m winning a lot
more points.”
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Learning to Cover and Adjust
• “Reviewing my GPAI form I was
relieved to see that my base and
decision-making were excellent…my
game falls apart in the cover, adjust and
skill execution portions. The reason is
due to ‘split-stepping’ being a new idea
to me.”
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Finally - Space for practicing
“Self” decides working with “Others”
Attendance and participation:
Worth 12 marks equal to 12% of course marks. Failure to
attend class will result in marks not be earned. Full attendance
and participation will result in 10/12 of marks (approximate
½ mark for each class attended). Evidence of practice outside
of class will make up the remaining 2/12 of marks for
participation (approximate ½ mark for each practice session).
Additional practice outside of class will be considered as
make up for any absences from class.
Students are required to register class attendance and
practices before the class begins
(RECORD OF PARTICIPATION).
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Reflection
• Participation assessment valued and made it an
expectation that students practiced outside of class
• Students felt they were treated like an adult - “make
up if miss class.”
• Students saw it as a win/win situation - if they
practiced it was acknowledged and would lead to
better practical performance
• Recreational habit forming - Class of 24 (2001) only 2
practiced less than 4 times outside class with 8
practicing more than 8 times.
• Problem to find time with work commitments and
course workload
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Conclusion
Progressive assessment techniques that shift
responsibility from teacher to students.
The GPAI values and diagnoses tactical play, it helps
students read game play cues which in turn helps
them enjoy playing more.
Reading creates a reason for skill practice.
In my experience students become more focused on
improving skills when they can play a game, can
appreciate the play of a game.
I suggest that the combination of assessment tasks
moved students towards becoming self-initiated
learners of tennis.
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Why do we assess?
• Help students to learn
• Not discourage students from trying
• Recognize how student improving
Combined Assessment methods
• Teacher to students assessment
approaches led students of all ability
levels to self-assess and take
responsibility for their own development
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Discussion
Can this example be transferred to
other activities?
52