Assessment for learningIn a Sport Culture class

Sports Students

Unit Standards

Achievement standards

Transition pedagogy6 principles1. Transition - from their previous educational experience

to nature of learning in higher education2. Diversity - accesssible and inclusive3. Design - student- focussed, explicit and relevant4. Engagement - engaging and involving curriculum

pedagogy and should enable active and collaborative learning

5. Assessment - assist students to make a successful transition to assessment in higher education,

6. Evaluation and Monitoring Evidence based and regularly evalated

Assessment focus

• Early low stakes assessment

• Feedback to students

• Identifying at risk students

• First assessment scaffolds to second assessment

You have a question

• Write a paragraph for each of the terms Sport, Society and Culture (3 paragraphs in total) that outlines and explains the similarities and differences between your initial understanding of the terms and what you now understand. (6 marks)

Compare and Contrast

What did you think the term meant on the first day

What do you think the term means now?

What is similar? What is different?

Some words that might help

General feedback from the first assessment

Those that did well• Outlined/described their initial thinking• Provided something to compare it with. This

included either description of what they had learnt, or a definition

• Explicitly considered similarities and differences between the initial thinking and what they had learnt

• Provided examples or explanation about why their thinking may have been similar or different

Not expected but showed deeper understanding

• Identification and explanation that the meaning of a term could change dependent on the situation or context

• A conclusion

• Sport has always been a part of my life growing up, so my view and understanding of what sport was had always been the same; a game, form of play or enjoyment, form of physical activity, played at any level of competence, under any form of organisation or rules. But as I learnt, I realised that there is no actual definition of sport. As Coakley suggests ‘there is no ‘pure essence’ or ‘pure nature’ of sport’ and that sport ‘has come to mean different things within different settings’. (2003). Similarly, Coakley notes that many definitions of sport highlighted that sport is ‘institutionalised competitive activities that involve rigorous physical exertion or the use of relatively complex physical skills… motivated by a combination of personal enjoyment and external rewards’ (2003, p.20). In contrast to my understanding, the definition given by Coakley highlights ‘rigorous exertion’ and ‘complex skills’, where as I did not think that all sport is executed in such a way. It is because of these similarities and differences that I came to define sport as I have, and understand that sport is defined differently in different situations.

• In conclusion, it is obvious from this assignment that different things are often interpreted differently by different people. Whether it is sport, culture or society, everyone offers a different perspective, which often means that it is difficult to define, clearly, just what the term means. But through research and knowledge of a vast collection of views, you can gain a broader, if not clearer, understanding of what these terms mean.

Things to improve.• Read the question and follow instructions.• Some of you did not look at what was similar

and/or what was different• Some of you did not outline your initial thinking

and or did not outline what you were comparing it with.

• Talked about what sport did for people rather than outlining what sport was

• There was information that did not relate to or connect with the question

• Editing/spelling and referencing all need work

Assessment 2 – An essay

Question.• Is sport a significant part of New Zealand

culture? Explain why or why not providing reasons and supporting evidence to support your answer.

Next Steps ?

• Common Semester• Continue to use early low stakes assessment• Feedback• More explicit connection with those that need

support

ConsiderSelf and peer assessment using a coding system

Jenny Glenn Thames High School