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Welcome to ‘ Health and PE - Assessment in Health and Physical Education ( F-6 ) ’

Welcome to ‘ Health and PE - Assessment in Health and Physical Education ( F-6 ) ’. The webinar will start promptly at 3:45pm on 5 September 2019. Assessment in Health and Physical Education (Levels F–6 ). Dr Rachael Whittle Health and Physical Education Curriculum Manager, VCAA.

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Welcome to ‘ Health and PE - Assessment in Health and Physical Education ( F-6 ) ’

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  1. Welcome to ‘Health and PE - Assessment in Health and Physical Education (F-6)’ The webinar will start promptly at 3:45pm on 5 September 2019.

  2. Assessment in Health and Physical Education (Levels F–6) Dr Rachael Whittle Health and Physical Education Curriculum Manager, VCAA

  3. Session outline • Assessment: principles and practices • What do we assess in Health and Physical Education? • Assessment strategies, tools and resources

  4. Purpose • The fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment. Master, G. (2013). Reforming education assessment: imperatives, principles and challenges. Melbourne: ACER.

  5. Purpose • Assessment allows for evidence to be:

  6. Learning assessment system

  7. Learning Assessment System Principle 1 • Assessments should be guided by, and address, an empirically based understanding of the relevant curriculum area.

  8. Learning assessment system Principle 2 • Assessment methods should be selected for their ability to provide useful information about where students are in their learning within the curriculum area.

  9. Learning assessment system Principle 3 • Responses to, or performance on, assessment tasks should be recorded using one or more task ‘rubrics’

  10. Learning assessment system Principle 4 • Available assessment evidence should be used to draw a conclusion about where learners are in their progress within the learning domain.

  11. Learning assessment system Principle 5 • Feedback and reports of assessments should show where learners are in their learning at the time of assessment and ideally what progress they have made over time.

  12. Assessment • improve student learning • integral and matched to teaching and learning goals • part of the learning process • shared understanding • range of measures that are: • valid, reliable and fair • authentic (real world)

  13. Health and Physical Education What do we assess?

  14. Achievement standards • define what students should know and be able to do at different stages along a continuum of learning. • provide a clear set of common expectations which schools use to plan student learning, assess student progress and report to parents.

  15. Continuum of learning

  16. So, what do we assess?

  17. What do we assess? • Swimming and water safety in Level 3-4

  18. What do we assess? Content description Achievement standard Students select and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community. They refine fundamental movement skills and apply movement concepts and strategies in different physical activities and to solve movement challenges. • Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (VCHPEP090) • Identify and practise strategies to promote health, safety and wellbeing (VCHPEP091) • Practise and refine fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM097) • Perform movement sequences which link fundamental movement skills (VCHPEM098)

  19. Swimming and water safety Practical skills Knowledge Hazards in aquatic environments Protective behaviours to stay safe around water • enter and exit deep water safely • float/skull/tread water • swim 25 meters continuously • dive to pick up an object from the pool floor • throw rescue technique

  20. Demonstrating achievement • What can the student do say make write?

  21. How do we assess • Do: perform the skill – call for help in the water • Say: explain how you keep yourself safe at the beach • Make: a poster that explains the water safety signs • Write: a story about a day at the beach with your family and how you made sure you stayed safe.

  22. Assessment

  23. Checklists Movement in isolation/in games Sample scenario responses Structured observation Webquests Anecdotal records Posters Self assessment and peer assessment Video analysis Blog or wiki Multimedia presentations Creative writing Rubrics Annotated work samples Role plays Reflective writing Tests Interviews Goal setting Assignments Concept maps Graphic organisers Podcasts Journals Assessment methods

  24. Assessment in Physical Education • For assessment to be authentic it requires the active participation of students in the assessment process as it is integrated into the teaching-learning process. • What are we assessing? • declarative knowledge (rules, techniques, history) • tactical awareness • skill selection • movement skills • skill execution • (participation, enjoyment, interest, perceived competence) • prior knowledge and experiences • on and off the ball performance • Students should be assessed against the curriculum

  25. How do we assess? • Checklist Performance Criteria • 1. Eyes are focused on the ball throughout the catch • 2. Preparatory position with elbows bent and hands in front of body • 3. Hands move to meet the ball • 4. Hands and fingers positioned correctly to catch the ball • 5. Catch and control the ball with hands only • 6. Elbows bend to absorb force of the ball Fundamental Motor Skills A Manual for Classroom Teachers, 2009

  26. How do we assess? • Peer assessment

  27. How do we assess? Self assessment I can …. • balance with a partner with 2 feet, 4 feet, 2 bottoms etc. Australian Sports Commission, 2015

  28. How do we assess? Game Performance Assessment Instrument (GPAI) GPAI Overview L. L. Griffin, S. A. Mitchell, and J. L. Oslin, 1997, Teaching Sport Concepts and Skills: A Tactical Games Approach (Champaign, IL: Human Kinetics), 221-222.

  29. Netball example Scoring key: 5 = very effective performance (always)4 = effective performance (usually)3 = moderately effective performance (sometimes)2 = weak performance (rarely)1 = very weak performance (never)

  30. Rubrics

  31. Formative assessment task Complexity

  32. Formative assessment task

  33. Evidence Analysis of student assessment data

  34. Assessment method • No method is inherently superior to any other; methods capable of providing valid information for some aspects of learning will be invalid for others Master, G. (2014). Assessment: Getting to the essence. Melbourne: ACER.

  35. Contact details Dr Rachael Whittle Curriculum Manager, Health and Physical Education Victorian Curriculum and Assessment Authority ph: (03) 9032 1721 II m: 0488 674 822 e: whittle.rachael.j@edumail.vic.gov.au

  36. Curriculum support For advice regarding the F-10 curriculum, contact VCAA F-10 Unit: E. vcaa.f10.curriculum@edumail.vic.gov.au T. 9032 1788

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