assessment without levels andrew frapwell. session aims: set the context promote the purpose of...
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Assessment without Levels
Andrew Frapwell
Session aims:• Set the context• Promote the purpose of assessment• Explore assessment in the Cognitive,
Affective and Psychomotor domains in Physical Education
TRANSFORMATIONAL LEARNING
Set the context
What are we trying to do?
Transform practice to
Improve Learning
Modernisation or Transformation?
Modernisation
Transformation
Transformational Learning
• Incremental learning
• Learning to learn / meta-cognition
• Epistemic
ASSESSMENT FOR IMPROVEMENT
Promote the purpose of assessment
Assessment Drives Learning
• Clarify the learning you value• Create assessment tasks that reveal
learning• Use the ‘results’ to improve learning• Change assessment to drive the process
Improve learning of what?
• Assessment for change
• Paradigm shift from performance to greater social return measures
A different perspective?
You are more likely to be bitten by Luis Suarez than a shark!
21% (14%) of 5-15 (13-15) year old boys
And
17% (8%) of 5-15 (13-15) year old girls
Met the recommended activity levels
Health survey for England (2012)
Bullying v PE & School Sport
• The only area in schools that has a bigger impact on lowering self-esteem than PE and School Sport is bullying
Implications
Measure what we treasure / measure what we value
Rather than....
Attach a value to the measure
COGNITIVE, AFFECTOR AND PSYCHOMOTOR DOMAINS
Explore assessment in the Cognitive, Affector and Psychomotor domains in Physical Education
Ways of Looking: Head – Heart – Hands
The thinking physical being:Decision makerAnalytical – deep understandingConfident
The doing physical being:Physically competentGrowth and developmentPhysically ActiveCompetitive
The social & emotional physical being:Involvement and engagementAttitudeCharacter, valuesHealthy active lifestyleThe doing physical being:
Physically competentGrowth and developmentPhysically ActiveCompetitive
Key Message 1
• Re-emphasise the learning function of assessment
• De-emphasise the grading function
Key message 2:
• Explore the relationship between curriculum and assessment for inclusive & progressive delivery
Curriculum & Assessment
Key Message 3:
• Use Assessment information to evolve your pedagogy. The better you communicate with learners the better their progress will be
UNDERSTANDING CURRICULUM-ASSESSMENT-PEDAGOGY
EFFECTIVE PROFESSIONAL DEVELOPMENT
ADVANCING ASSESSMENT
COMPELLING
CURRICULUM
POWERFUL PEDAGOGY
love of
learning
Learning alignment
Diagram adapted from Frapwell, A. Ch. 8, Assessment for Learning pp. 104-117 In: (Ed)
Bailey, R. (2010). Physical Education for Learning: A Guide for Secondary Schools.
London, Continuum.
Key message 4:
• The new Attainment target statutory from 1/9/14 has no level descriptors. What and how we measure progress MUST change. Assessment HAS to be fit for purpose
Goal orientation – 2 way
• Learning mastery - competence - understanding - self
• Performance mastery – competition against others
• The two can be simultaneous• Important to feel successful and achieve – I
can mindset... Does not transfer to I can statements
Key message 5:
• Plan, teach & assess the essential skills, knowledge & concepts in the new Programme of Study (floor standards) - less content in greater depth
KS1 Doing - Hands KS1 Thinking - HeadKS1 Social &
Emotional - Heart Develop fundamental
movement skills (specifically master basic movements including running, jumping, throwing and catching)
Develop competence
Develop agility, balance and coordination
Perform dances using simple movement patterns
Apply skills
Develop simple tactics for attacking and defending
Develop competence
Work individually and with others
Develop competence
Develop confidence
Contexts: Team games; dance; a range of physical activities (individual and cooperative); competitive situations (against self and others); possibly swimming; increasingly challenging
Fundamental Movement skills• 240 and 600 minutes?• Key Stage 1 is the best time of schooling for
developing fundamental movement skills • Walking, running, stepping, hopping, skipping,
jumping, kicking, throwing, catching and striking, agility, balance, coordination are a list of many of the skills that should be developed
• These skills can also form part of playing games• In teaching these skills there is opportunity for
developing them to music, with or without equipment / apparatus to provide challenge, interest and enjoyment.
• These skills can be practised both indoor and outdoor
KS2 Doing - Hands KS2 Thinking- HeadKS2 Social &
Emotional - Heart Develop a broader range of skills
(specifically running, jumping, throwing and catching in isolation and in combination)
Perform dances using a range of movement patterns
Develop flexibility, strength, technique, control and balance
Apply a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination)
Use a broad range of skills in different ways
Link skills to make actions and sequences of movement
Understand how to improve
Learn how to evaluate and recognise their own success
Apply basic principles suitable for attacking and defending
Compare and improve performances with previous ones
Enjoy communicating, collaborating and competing with each other
Develop flexibility, strength, technique, control and balance
Contexts: Competitive games; dance; outdoor and adventurous activity challenges; different physical activities and sports; individual and team; swimming (if not scheduled in KS1).
KS3 Doing - Hands KS3 Thinking - HeadKS3 Social &
Emotional - Heart Develop technical expertise
Develop technique to improve performance
perform dances using advanced dance techniques within a range of dance styles and fs
Apply techniques across different sports and physical activities
Understand effective performance effective
Apply principles of effective performance to their own and others’ work
Use a range of tactics and strategies to overcome opponents
Develop problem solving skills
Analyse and improve performances compared to previous ones
Participate in exercise, sports and activities (out of school)
Understand and apply the long-term health benefits of physical activity
Build trust
Develop skills to solve problems
Contexts: outdoor and adventurous activities (team, individual group); direct competition through team and individual games; participate outside school through community links or sports clubs; other competitive sports; challenging
KS4 Doing - Hands KS4 Thinking - HeadKS4 Social &
Emotional - Heart Develop technique and
improve performance
Develop a variety of tactics and strategies to overcome opponents
Develop problem solving skills
Evaluate and improve performances compared to previous ones
Develop personal fitness
Engage in an active, healthy lifestyle
take part regularly in competitive sports and activities (outside school)
Build trust
Develop skills to solve problems
Contexts: Outdoor and adventurous activities in a range of environments; in other competitive sports or other physical activities; team and individual games; participate outside school through community links or sports clubs; complex and demanding.
Key message 6:
• Backward planning - work backward from the end of key stage targets & align incremental 'unit' outcomes
Western roll Straddle Fosbury flop
Men’s high jump world record
Step 1
• National Curriculum & Attainment Target
Step 2
• Develop Curriculum Activities that meet learners’ needs
Step 3
• Set Annual Targets / Expectations
Step 4
• Align assessment criteria – the language of learning in PE – in your planning
Step 5
• Develop and use Assessment for Learning Strategies
Step 6
• Periodic monitoring – milestone targets
Step 7
• Review and revise RAG
Key message 7:
• The DfE will no longer use levels of progress to measure school performance and determine league tables
Key message 8:
• Ofsted will no longer look for 2 levels of progress between KS 1&2 or 3 levels of progress between KS2&4. Why? Because they have been removed!
Key Questions:
How are we doing?
How can we do it better?
Assessment
• OF
• AS
• FOR
“One test of the correctness of an educational procedure is the happiness of the child.”
Maria Montessori (Italian Physician and Educator. 1870-1952)
