ASSESSMENT IN PHYSICAL EDUCATION What, When, How? Assessment or Evaluation? Assess = “to sit beside” – Systematically gathering evidence from a variety of sources – Providing.
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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!