assessment in physical education what, when, how?
TRANSCRIPT
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ASSESSMENT IN ASSESSMENT IN PHYSICAL EDUCATIONPHYSICAL EDUCATION
What, When, How?What, When, How?
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Assessment or Evaluation?Assessment or Evaluation?
Assess = “to sit beside”Assess = “to sit beside”
– Systematically gathering evidence from a Systematically gathering evidence from a
variety of sourcesvariety of sources
– Providing students with feedback for Providing students with feedback for
improvementimprovement
(PE teachers are always assessing – why?)(PE teachers are always assessing – why?)
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Evaluate = “judgement”Evaluate = “judgement”
– Judging quality of work based on Judging quality of work based on
established criteriaestablished criteria
– Assigning a value to represent that Assigning a value to represent that
qualityquality
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““The primary purpose of assessment and The primary purpose of assessment and
evaluation is to improve student learning”evaluation is to improve student learning”
(Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)(Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)
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What is Unique About PE?What is Unique About PE?
Immediate skill demonstrationImmediate skill demonstration
Large number of studentsLarge number of students
Expectations are combined within Expectations are combined within and across strandsand across strands
Assessment may be ongoing, multi-Assessment may be ongoing, multi-activity or single activityactivity or single activity
Exceptional students may need a Exceptional students may need a variety of alterationsvariety of alterations
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PE involves PERFORMANCE – PE involves PERFORMANCE – Based AssessmentsBased Assessments
Development & executionDevelopment & execution
– e.g. performing a specific skill according e.g. performing a specific skill according
to given criteriato given criteria
Process assessmentsProcess assessments
– e.g. competitive game situation in which e.g. competitive game situation in which
numerous decisions and changes in numerous decisions and changes in
direction are madedirection are made
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From the Curriculum to the Report From the Curriculum to the Report Card – What is the Process?Card – What is the Process?
Step #1.Step #1. Understanding the CurriculumUnderstanding the Curriculum
Step #2.Step #2. Collecting the evidenceCollecting the evidence
Step #3.Step #3. Recording the evidence of Recording the evidence of student learningstudent learning
Step #4.Step #4. Evaluating – making the judgementEvaluating – making the judgement
Step #5.Step #5. Completing the ProvincialCompleting the Provincial Report CardReport Card
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Step #1.Step #1. The Ontario CurriculumThe Ontario Curriculum
Curriculum Goal #1: ComprehensionCurriculum Goal #1: Comprehension
Curriculum Goal #2: CommitmentCurriculum Goal #2: Commitment
Curriculum Goal #3: CapacityCurriculum Goal #3: Capacity
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Goal #1: ComprehensionGoal #1: Comprehension
““Students will develop an Students will develop an understanding of the importance of understanding of the importance of physical fitness, health and well-physical fitness, health and well-being and the factors that contribute being and the factors that contribute to them.”to them.”
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Goal #2: CommitmentGoal #2: Commitment
““Students will develop a personal Students will develop a personal commitment to daily vigorous commitment to daily vigorous physical activity and personal health physical activity and personal health behaviours.”behaviours.”
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Goal #3: CapacityGoal #3: Capacity
““Students will develop the basic Students will develop the basic movement skills they require to movement skills they require to participate in physical activities participate in physical activities throughout their lives.”throughout their lives.”
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STRANDS IN H & PESTRANDS IN H & PE
Active Participation
Healthy Living
Fundamental Movement Skills
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Active ParticipationActive ParticipationPhysical ActivityPhysical Activity
Physical FitnessPhysical Fitness
Living SkillsLiving Skills
SafetySafety
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Fundamental Movement SkillsFundamental Movement SkillsLocomotionLocomotion
ManipulationManipulation
StabilityStability
(all integrating (all integrating movement principles movement principles of relationships, space of relationships, space awareness, effort, awareness, effort, body awareness)body awareness)
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Healthy LivingHealthy LivingHealthy EatingHealthy Eating
Growth and Growth and DevelopmentDevelopment
Personal Personal Safety/Injury Safety/Injury PreventionPrevention
Substance Use and Substance Use and AbuseAbuse
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Curriculum ExpectationsCurriculum Expectations
Overall expectationsOverall expectations
Specific expectationsSpecific expectations
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Achievement LevelsAchievement Levels
Level 1 – below standardLevel 1 – below standard
Level 2 – approaching standardLevel 2 – approaching standard
Level 3 – Provincial standardLevel 3 – Provincial standard
Level 4 – achievement above standardLevel 4 – achievement above standard
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Knowledge and Skills CategoriesKnowledge and Skills CategoriesUnderstanding of ConceptsUnderstanding of ConceptsMovement SkillsMovement SkillsActive ParticipationActive ParticipationCommunication of Required KnowledgeCommunication of Required Knowledge
These categories develop learning tasks and These categories develop learning tasks and assessment activities, inform parents of assessment activities, inform parents of the focus of assessment, and identify the the focus of assessment, and identify the learning expectation as a “knowledge” or learning expectation as a “knowledge” or “skill”“skill”
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Step # 2: Collecting the EvidenceStep # 2: Collecting the EvidenceSample Assessment strategies (what will Sample Assessment strategies (what will students be doing?):students be doing?):
– Skill demonstration (PERFORMANCE)Skill demonstration (PERFORMANCE)– Game play (PERFORMANCE)Game play (PERFORMANCE)– Journal, quiz, testJournal, quiz, test– Case study, debate, discussionCase study, debate, discussion– Fitness profile/log, graphic organizerFitness profile/log, graphic organizer– ConferenceConference– Project, presentationProject, presentation– Role playRole play– Portfolio, contractPortfolio, contract– Written or verbal responseWritten or verbal response
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Step #2: Collecting the EvidenceStep #2: Collecting the Evidence
Sample assessment tools (what Sample assessment tools (what instrument will the teacher/student instrument will the teacher/student use to collect the evidence?):use to collect the evidence?):
Assessment scales (rubric)Assessment scales (rubric)
Marking schemeMarking scheme
Target/wheelTarget/wheel
Observation checklistObservation checklist
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Assessment Scale for Assessing Assessment Scale for Assessing Fundamental Movement SkillsFundamental Movement Skills
Specific Expectation: send an object Specific Expectation: send an object to a partner…..to a partner…..
Model: What does volleying look like?Model: What does volleying look like?
Level 1 – rarely performsLevel 1 – rarely performs
Level 2 – sometimes performsLevel 2 – sometimes performs
Level 3 – usually performsLevel 3 – usually performs
Level 4 – consistently performsLevel 4 – consistently performs
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Designing Assessment TasksDesigning Assessment TasksFocus on essential learnings (overall expectations), group Focus on essential learnings (overall expectations), group specific expectationsspecific expectations
Determine the knowledge/skill category for each by Determine the knowledge/skill category for each by examining the verbexamining the verb
What evidence is required? – use a variety of assessment What evidence is required? – use a variety of assessment tasks to gather evidencetasks to gather evidence
Provide students with clear targets, opportunities to meet Provide students with clear targets, opportunities to meet expectationsexpectations
Use Achievement level descriptors as a guide for gathering Use Achievement level descriptors as a guide for gathering evidenceevidence
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Matching Assessment TasksMatching Assessment TasksConnect the learning expectations toConnect the learning expectations to
the Knowledge/skills categories andthe Knowledge/skills categories and the descriptors in the Achievementthe descriptors in the Achievement levels in “The Ontario Curriculum”levels in “The Ontario Curriculum” (page 9)(page 9)
Expectations – Expectations – content for learningcontent for learning
Achievement Levels – Achievement Levels – how well the student how well the student has achieved the expectationshas achieved the expectations
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Verbs Linked to Knowledge/Skills Verbs Linked to Knowledge/Skills CategoriesCategories
Understanding of concepts:Understanding of concepts:
identify, recognize, label, examine, identify, recognize, label, examine,
outline, distinguish, define, analyze, outline, distinguish, define, analyze,
relate, determinerelate, determine
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Verbs Linked to Knowledge/Skills Verbs Linked to Knowledge/Skills CategoriesCategories
Movement Skills:Movement Skills:
dribble, throw, kick, send, pass,dribble, throw, kick, send, pass,
balance, perform, dismount, jump,balance, perform, dismount, jump,
move, travel, bounce, demonstrate,move, travel, bounce, demonstrate,
combine, hit, stop, grip, hang, usecombine, hit, stop, grip, hang, use
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Verbs Linked to Knowledge/Skills Verbs Linked to Knowledge/Skills CategoriesCategories
Communication of Required Communication of Required Knowledge:Knowledge:
explain, describe, communicate, explain, describe, communicate,
discuss, present, suggestdiscuss, present, suggest
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Verb Linked to Knowledge/Skills Verb Linked to Knowledge/Skills CategoriesCategories
Active ParticipationActive Participation
use, employ, apply, display, work, use, employ, apply, display, work, follow, demonstrate, stay, assess, follow, demonstrate, stay, assess, participate, implement, improve, participate, implement, improve, maintain, adopt, provide, acquire, maintain, adopt, provide, acquire, incorporate, transfer, monitorincorporate, transfer, monitor
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STEP #3: Recording the EvidenceSTEP #3: Recording the Evidence
create a separate recording chart for create a separate recording chart for each Knowledge/Skills category (e.g. each Knowledge/Skills category (e.g. Understanding of Concepts, Understanding of Concepts, Movement Skills, Active Participation, Movement Skills, Active Participation, Communication of required Communication of required knowledge)knowledge)
OPHEA Documents provide lots of OPHEA Documents provide lots of great samples!great samples!
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Recording of Evidence ChartRecording of Evidence ChartKnowledge/Skills CategoryKnowledge/Skills Category
Level criteriaLevel criteria
Students namesStudents names
ExpectationsExpectations
Topics/UnitsTopics/Units
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Step # 3 – continued…Step # 3 – continued…
Include descriptors (page 9)Include descriptors (page 9)
Include expectations relating to that Include expectations relating to that categorycategory
Indicate the topics/units where Indicate the topics/units where students have opportunities to students have opportunities to demonstrate their learning, but demonstrate their learning, but REMEMBER…….REMEMBER…….
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Step # 3 continued….Step # 3 continued….Some expectations may be demonstrated in a Some expectations may be demonstrated in a variety of units (e.g. locomotion)variety of units (e.g. locomotion)
Units or topics will relate to the program you Units or topics will relate to the program you develop (e.g. basketball, capture the flag, dodge develop (e.g. basketball, capture the flag, dodge ball, etc.)ball, etc.)
Some expectations will require year long Some expectations will require year long assessment (e.g. fair play, participation, etc.)assessment (e.g. fair play, participation, etc.)
Some expectations will be most appropriately Some expectations will be most appropriately addressed in only one topic or unit (e.g. healthy addressed in only one topic or unit (e.g. healthy eating)eating)
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Step #3, continued…Step #3, continued…
Transfer the evidence from the Transfer the evidence from the assessment tools (rubrics, self, peer, assessment tools (rubrics, self, peer, teacher, etc.) to the recording chartsteacher, etc.) to the recording charts
Record the appropriate Achievement Record the appropriate Achievement level (1, 2, 3, 4)level (1, 2, 3, 4)
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Step # 4: Evaluating… Making a Step # 4: Evaluating… Making a JudgementJudgement
This involves determining the This involves determining the HIGHEST MOST CONSISTENT LEVEL HIGHEST MOST CONSISTENT LEVEL of achievementof achievement
A weighting factor should be A weighting factor should be considered for each Knowledge/Skills considered for each Knowledge/Skills category, taking into consideration category, taking into consideration QUANTITY, TIME, and QUALITYQUANTITY, TIME, and QUALITY
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QUANTITYQUANTITY
Weighting based on the number of Weighting based on the number of expectations assessed within each expectations assessed within each category (Active participation carries category (Active participation carries the most expectations at all the most expectations at all elementary grade levels)elementary grade levels)
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TIMETIME
Weighting based on the amount of Weighting based on the amount of time spent throughout the term/year time spent throughout the term/year for the student to demonstrate for the student to demonstrate learning expectation(s). learning expectation(s).
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QUALITYQUALITY
Weighting based on tasks that Weighting based on tasks that provide a richer indication of provide a richer indication of students’ ability.students’ ability.
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Step # 5: Completing the Provincial Step # 5: Completing the Provincial Report CardReport Card
Letter or percentage grade Letter or percentage grade
Anecdotal comment describing the Anecdotal comment describing the student’s strengths, weaknesses and student’s strengths, weaknesses and steps for improvementsteps for improvement
Report on learning skillsReport on learning skills
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The Provincial Report CardsThe Provincial Report Cards
Elementary Report Card Elementary Report Card Grade 1-6Grade 1-6
Elementary Report Card Elementary Report Card Grade 7-8Grade 7-8
Secondary Report Card Secondary Report Card
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Learning SkillsLearning SkillsIndependent WorkIndependent Work
InitiativeInitiative EEHomework CompletionHomework CompletionUse of informationUse of information GGCooperation with othersCooperation with othersConflict resolutionConflict resolution SSClass participationClass participationProblem solvingProblem solving NNGoal settingGoal setting
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SECONDARY LEARNING SKILLS
Subject:______________________Grade:__________Reporting Period:__________
Learning Skill Works Independently
Teamwork Organization Work Habits/Homework
Initiative
Date
Key: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement
Name:
1
2
3
4
5
6
7
8
9
10
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Entering the GradeEntering the GradeTranslate the student’s highest most Translate the student’s highest most consistent level from your recording consistent level from your recording pagepage
Translate that level into a letter or Translate that level into a letter or percentage gradepercentage grade
View process as moving from 4 point View process as moving from 4 point scale to 12 point scalescale to 12 point scale
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Provincial Guide for Grading Provincial Guide for Grading Level 4Level 4 A+A+ 90-10090-100
AA 85-8985-89A-A- 80-8480-84
Level 3Level 3 B+B+ 77-7977-79BB 73-7673-76B-B- 70-7270-72
Level 2Level 2 C+C+ 67-6967-69CC 63-6663-66C-C- 60-6260-62
Level 1Level 1 D+D+ 57-5957-59DD 53-5653-56D-D- 50-5250-52
R (Below 50)R (Below 50) RR Below 50Below 50
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Anecdotal CommentsAnecdotal CommentsDescribe the student’s strengths and weaknesses Describe the student’s strengths and weaknesses in relationship to the four Knowledge/skills in relationship to the four Knowledge/skills categoriescategories
Describe the student’s achievement rather than Describe the student’s achievement rather than simply listing the curriculum taughtsimply listing the curriculum taught
Be clear, concise, and consistent with level of Be clear, concise, and consistent with level of achievementachievement
Describe the “next steps”, giving concrete Describe the “next steps”, giving concrete suggestions for parent and studentsuggestions for parent and student
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Source:Source:Getting Assessment Right: Health and Getting Assessment Right: Health and
Physical Education Grades 1-8Physical Education Grades 1-8
By: Sue Amos and Susan OrchardBy: Sue Amos and Susan Orchard
Data Based DirectionsData Based DirectionsQuality Resources for EducatorsQuality Resources for Educatorswww.databdirect.comwww.databdirect.com
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NOW YOU ARE READY….NOW YOU ARE READY….
TO ASSESS AND EVALUATE TO ASSESS AND EVALUATE HEALTH AND PE!!!!!HEALTH AND PE!!!!!
GOOD LUCK!GOOD LUCK!