Assessment & Evaluation in Physical Education Brigitte Webster Grade 5/6 WCDSB Assessment for, as and of Learning Assessment for learning... What skills are your students coming in with? This is your diagnostic assessment. Marks are not used when deciding on final report card grades. Assessment as learning... What skills are your students developing and what still needs attention? This is your formative assessment. How are you tracking their progress? Checklists; Anecdotal Observations; Conferencing; Testing Marks are not used when deciding on final report card grades. Assessment of learning... What skills have your students gained? This is your summative assessment. Marks are used when deciding on final report card grades. You must be able to justify to a parent or administrator how/why you assigned your grade. Think exemplars;, leveled work comparison; moderated marking, rubrics, success criteria. Examples of Previous Mark Books MARK BOOK OLD SCHOOL 1 Student BBall VBall
FHockey Attitude Part. Effort Grade A 9/10 8/10 8/10 7/10 10/10 8/10 50/60 83% B 6/10 4/10 6/10 3/10 5/10 5/10 29/60 48% C
7/10 7/10 7/10 10/10 10/10 10/10 51/60 85% MARK BOOK OLD SCHOOL 2 Student BBall VBall FHockey Attitude A A B C Part. Effort Grade A- A- B- A+ A-
A- 4- C- R C- R D- D- F R B- B- B- A+ A+ A+ A- 4- WHAT SHOULD YOUR MARK BOOK LOOK LIKE TODAY? Learning Goal: B1.4 Send & receive objects using different body parts & equipment, adjusting for speed, while applying basic principles of movement.3 Student s Knowledge & Understanding
Thinking Understands techniques taught VB all BB all FH ock ey A 4 4 4 - B 3 3 - C 3 3 Communication Analyses movement skills Vb all Bb all
Fh ock ey 4 4 4 4 3 - 3 - 2 2 3 3 3 3 Application Uses correct terminology V b al l Applies skills in a variety of situations Vb
3 3 3 3 3 3 3 3 3 3 Notice weve lost attitude, participation & effort. These are evaluated using a separate learning goal. FH oc ke y Evaluating Active Living Not every specific expectation can be evaluated across the 4 achievement categories and that is okay!! A1.1 Actively participate in a wide variety of program activities according to their capabilities, while applying behaviours that enhance their readiness and ability to take part.3 Students Application A VBall Bball FHockey 4
4 4 4 2 3 B C Application of Knowledge & Skills 3 2 3+ 2 3 2+ Assessing How Students Throw Objects First you must know what the developmental stages are when throwing object. Second you must communicate the Success Criteria to your students. Note that the Success Criteria must be grade level appropriate. Developmental Stages of Throwing Stage 11 Throwing motion is posterior-anterior in direction Feet do not move Little trunk rotation Force for projecting the ball comes from hip
flexion, shoulder protraction, and elbow extension Stage 21 More rotation of the body Performer may step forward (ipsilateral or contralateral pattern) Arm brought forward in transverse plane Form resembles a sling Stage 31 Note the ipsilateral arm-leg action Ball is placed into throwing position above the shoulder by a vertical and posterior motion of the arm at the time that the ipsilateral leg is moving forward Little or no rotation of the spine and hips Follow-through includes flexion at the hips and some trunk rotation Stage 41 Movement is contralateral Little or no rotation of the hips and spine during wind-up Motion of trunk and arms resembles stages 1 and 3 Stride forward with contralateral leg provides a wide base of support and stability Mature Movement Pattern1 Diagnostic Assessment Activity Have students throw and catch a football across the gym. Use checklist to make note of observations. Stude nt A Targe t Arm Used Contrilateral Stepping
Phase Contrilater al Body Movement B C D Awkward needs repetitio n Reach Back with Throwin g Arm Below ear level Inconsiste nt Rotation of Arm & Wrist Follow Through with
Throwin g Arm More Early wrist release snap needed Over turning Inconsist net Armgood Wriststiff Not far enough Hits Target Over throwi ng Rarely Formative Assessment Student A Student B Student C Student
D Student E - Good - Target hitting very consistent - Good follow thr. -Contr. mvmt, inconsis. - Missing target often - Lacking confidence - More trunk rot. needed - Good - Impvd use of tgt arm - Not behind ear far enough - No arm rotn - Impvd target hitting Student H Student I Student J Student F Student G Summative Assessment Learning Goal: B1.4 Send & receive objects using different body
parts & equipment, adjusting for speed, while applying basic principals of movement.3 THROWING 4 3 2 1 All elements shown consistently Most elements shown consistentl y Some elements shown consistently Few elements shown consistent ly Always Usually Sometimes Rarely Always Usually Sometimes Rarely
Consistently & Accurately Consistentl y Inconsistentl y Struggles to Knowledge & Understanding Contrilateral movement shown Trunk rotation Uses target arm Appropriate flexion at hip Correct arm action with follow though Stability & control established Thinking Analyzes movement patterns Attempts to understand and make corrections given Communication Uses correct vocabulary when communicating verbally Application Uses developed throwing movement patterns in multiple situations including game play.
Things to Remember When Assessing & Evaluating in Physical Education The achievement chart on pages 38-39 are your primary resource.3 Use the information in brackets to help you determine which achievement category you are evaluating. Evaluation should not be completed based on the units you teach, it should be based on the expectations you are covering. There is no unit mark for volleyball however you may be covering several expectations when teaching a unit on volleyball. You must evaluate these expectations separately and not lump them altogether. The qualifiers defining each levels within the achievement chart are vague. What is the difference between a Level 4 with a high degree of effectiveness and a Level 3 with a considerable degree of effectiveness.? This is where your professional judgment comes into play as now allowed by the government through the Growing Success document published last year.2 It is not necessary or prudent to evaluate your students on a one time serving test in volleyball. Skill evaluation should be ongoing and students must be provided with several opportunities to demonstrate their skills for evaluation. The mode (the highest, most frequent number) is used to assign term grades when evaluating in any subject not the mean (the average). 2 References 1. Developing Fundamental Object-Control Skills. [PowerPoint slides]. Retrieved from www.yorku.ca/bakerj/Object%20Control%20Skills%20web.ppt (see this PPT for phases of catching, kicking, striking & punting) 2. Ontario. Ministry of Education. (2010). Growing success: Assessment, evaluation & reporting in schools. Toronto: Author. 3. Ontario. Ministry of Education. (2010). The Ontario curriculum: Grades 1-8: Health and Physical Education. Toronto: Author.
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