1 / 50

ASSESSMENT IN 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”

petronella
Télécharger la présentation

ASSESSMENT IN PHYSICAL EDUCATION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ASSESSMENT IN PHYSICAL EDUCATION What, When, How?

  2. 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?)

  3. Evaluate = “judgement” • Judging quality of work based on established criteria • Assigning a value to represent that quality

  4. “The primary purpose of assessment and evaluation is to improve student learning” (Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)

  5. What is Unique About PE? • Immediate skill demonstration • Large number of students • Expectations are combined within and across strands • Assessment may be ongoing, multi-activity or single activity • Exceptional students may need a variety of alterations

  6. 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

  7. 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

  8. Step #1. The Ontario Curriculum Curriculum Goal #1: Comprehension Curriculum Goal #2: Commitment Curriculum Goal #3: Capacity

  9. Goal #1: Comprehension “Students will develop an understanding of the importance of physical fitness, health and well-being and the factors that contribute to them.”

  10. Goal #2: Commitment “Students will develop a personal commitment to daily vigorous physical activity and personal health behaviours.”

  11. Goal #3: Capacity “Students will develop the basic movement skills they require to participate in physical activities throughout their lives.”

  12. STRANDS IN H & PE

  13. Active Participation • Physical Activity • Physical Fitness • Living Skills • Safety

  14. Fundamental Movement Skills • Locomotion • Manipulation • Stability (all integrating movement principles of relationships, space awareness, effort, body awareness)

  15. Healthy Living • Healthy Eating • Growth and Development • Personal Safety/Injury Prevention • Substance Use and Abuse

  16. Curriculum Expectations • Overall expectations • Specific expectations

  17. Achievement Levels Level 1 – below standard Level 2 – approaching standard Level 3 – Provincial standard Level 4 – achievement above standard

  18. 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”

  19. 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

  20. 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

  21. 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

  22. 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

  23. 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

  24. Verbs Linked to Knowledge/Skills Categories • Understanding of concepts: identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine

  25. 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

  26. Verbs Linked to Knowledge/Skills Categories • Communication of Required Knowledge: explain, describe, communicate, discuss, present, suggest

  27. 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

  28. 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!

  29. Recording of Evidence Chart Knowledge/Skills Category Level criteria Students names Expectations Topics/Units

  30. 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…….

  31. 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)

  32. 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)

  33. 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

  34. QUANTITY • Weighting based on the number of expectations assessed within each category (Active participation carries the most expectations at all elementary grade levels)

  35. TIME • Weighting based on the amount of time spent throughout the term/year for the student to demonstrate learning expectation(s).

  36. QUALITY • Weighting based on tasks that provide a richer indication of students’ ability.

  37. 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

  38. The Provincial Report Cards • Elementary Report Card Grade 1-6 • Elementary Report Card Grade 7-8 • Secondary Report Card

  39. Learning Skills • Independent Work • Initiative E • Homework Completion • Use of information G • Cooperation with others • Conflict resolution S • Class participation • Problem solving N • Goal setting

  40. SECONDARY LEARNING SKILLS Subject:______________________Grade:__________Reporting Period:__________

  41. 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

  42. Provincial Guide for Grading Level 4 A+ 90-100 A 85-89 A- 80-84 Level 3 B+ 77-79 B 73-76 B- 70-72 Level 2 C+ 67-69 C 63-66 C- 60-62 Level 1 D+ 57-59 D 53-56 D- 50-52 R (Below 50) R Below 50

  43. 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

  44. 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

  45. NOW YOU ARE READY…. TO ASSESS AND EVALUATE HEALTH AND PE!!!!! GOOD LUCK!

More Related