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PDHPE K-6 Using the syllabus for consistency of assessment PowerPoint Presentation
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PDHPE K-6 Using the syllabus for consistency of assessment

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PDHPE K-6 Using the syllabus for consistency of assessment
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  1. PDHPE K-6 Using the syllabus for consistency of assessment © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

  2. What is assessment? …..the process of identifying, gathering and interpreting information about students’ learning. The purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning.

  3. Assessment involves: • the judgement of students against a standard, not other students • making judgements about students achievement against the outcomes, based on evidence collected over time.

  4. The teaching and learning cycle Outcomes achieved… and outcomes to be achieved Outcomes to be achieved Indicators Teaching and learning experiences Indicators

  5. Why assess? • To enhance student learning • To evaluate the effectiveness of PDHPE programs • To provide information for reporting student achievement

  6. Planning to assess • Planning ensures that assessment and reporting are manageable and maximises the usefulness of the strategies selected

  7. Planning to assess • Five key points: • Syllabus outcomes and content are identified. • Teaching and learning activities are programmed. • 3. A decision is made concerning which teaching and learning activities will provide good assessment information. • A manageable range of assessment strategies are then selected. • At the end of teaching/learning period, the teacher makes a judgement using the evidence collected to make a decision.

  8. What are our policy guidelines for assessment? • Schools plan assessment so that: • students can demonstrate achievement for the relevant stage of learning • valid and reliable assessment strategies are used • assessment processes are time efficient and manageable (Getting the balance right DET, 2005)

  9. What is good assessment practice? Embedded in teaching and learning activities Provide opportunities for students to demonstrate what they know and can do Is inclusive of all learners Is fair and valid Explicit quality criteria

  10. Activity • What do you currently do to assess learning in PDHPE? • How do you collect evidence? • Share your ideas and strategies with the group.

  11. Evidence We can collect evidence from: • Student work in progress • Products of student work over time • Ongoing teacher anecdotal notes • Planned assessment activities Overall professional judgements

  12. What constitutes evidence: where do you get it? Work samples Student presentations Focused questioning Anecdotal records (e.g. spotlighting) Observation grids Student performances Observations Self assessment Peer assessment Performance assessment Skills observation

  13. Assessing in PDHPE What parts of the syllabus do you currently draw on to inform your planning, teaching and assessment? Syllabus outcomes – Knowledge and understanding, skills, values and attitudes. These are descriptive statements of achievement for each stage of learning and are based on the content of the syllabus. These are descriptions of what students will know and be able to do as a result of participating in PDHPE programs Foundation statements are an overall description of student achievement that is typically expected at the end of a stage.