ASSESSMENT IN PHYSICAL EDUCATION What, When, How?
Assessment or Evaluation? • Assess = “to sit beside” • Systematically gathering evidence from a variety of sources • Providing students with feedback for improvement (PE teachers are always assessing – why?)
Evaluate = “judgement” • Judging quality of work based on established criteria • Assigning a value to represent that quality
“The primary purpose of assessment and evaluation is to improve student learning” (Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)
What is Unique About PE? • Immediate skill demonstration • Large number of students • Expectations are combined within and across strands • Assessment may be ongoing, multi-activity or single activity • Exceptional students may need a variety of alterations
PE involves PERFORMANCE – Based Assessments • Development & execution • e.g. performing a specific skill according to given criteria • Process assessments • e.g. competitive game situation in which numerous decisions and changes in direction are made
From the Curriculum to the Report Card – What is the Process? Step #1. Understanding the Curriculum Step #2. Collecting the evidence Step #3. Recording the evidence of student learning Step #4. Evaluating – making the judgement Step #5. Completing the Provincial Report Card
Step #1. The Ontario Curriculum Curriculum Goal #1: Comprehension Curriculum Goal #2: Commitment Curriculum Goal #3: Capacity
Goal #1: Comprehension “Students will develop an understanding of the importance of physical fitness, health and well-being and the factors that contribute to them.”
Goal #2: Commitment “Students will develop a personal commitment to daily vigorous physical activity and personal health behaviours.”
Goal #3: Capacity “Students will develop the basic movement skills they require to participate in physical activities throughout their lives.”
Active Participation • Physical Activity • Physical Fitness • Living Skills • Safety
Fundamental Movement Skills • Locomotion • Manipulation • Stability (all integrating movement principles of relationships, space awareness, effort, body awareness)
Healthy Living • Healthy Eating • Growth and Development • Personal Safety/Injury Prevention • Substance Use and Abuse
Curriculum Expectations • Overall expectations • Specific expectations
Achievement Levels Level 1 – below standard Level 2 – approaching standard Level 3 – Provincial standard Level 4 – achievement above standard
Knowledge and Skills Categories • Understanding of Concepts • Movement Skills • Active Participation • Communication of Required Knowledge These categories develop learning tasks and assessment activities, inform parents of the focus of assessment, and identify the learning expectation as a “knowledge” or “skill”
Step # 2: Collecting the Evidence • Sample Assessment strategies (what will students be doing?): • Skill demonstration (PERFORMANCE) • Game play (PERFORMANCE) • Journal, quiz, test • Case study, debate, discussion • Fitness profile/log, graphic organizer • Conference • Project, presentation • Role play • Portfolio, contract • Written or verbal response
Step #2: Collecting the Evidence Sample assessment tools (what instrument will the teacher/student use to collect the evidence?): • Assessment scales (rubric) • Marking scheme • Target/wheel • Observation checklist
Assessment Scale for Assessing Fundamental Movement Skills Specific Expectation: send an object to a partner….. Model: What does volleying look like? Level 1 – rarely performs Level 2 – sometimes performs Level 3 – usually performs Level 4 – consistently performs
Designing Assessment Tasks • Focus on essential learnings (overall expectations), group specific expectations • Determine the knowledge/skill category for each by examining the verb • What evidence is required? – use a variety of assessment tasks to gather evidence • Provide students with clear targets, opportunities to meet expectations • Use Achievement level descriptors as a guide for gathering evidence
Matching Assessment Tasks • Connect the learning expectations to the Knowledge/skills categories and the descriptors in the Achievement levels in “The Ontario Curriculum” (page 9) Expectations – content for learning Achievement Levels – how well the student has achieved the expectations
Verbs Linked to Knowledge/Skills Categories • Understanding of concepts: identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine
Verbs Linked to Knowledge/Skills Categories • Movement Skills: dribble, throw, kick, send, pass, balance, perform, dismount, jump, move, travel, bounce, demonstrate, combine, hit, stop, grip, hang, use
Verbs Linked to Knowledge/Skills Categories • Communication of Required Knowledge: explain, describe, communicate, discuss, present, suggest
Verb Linked to Knowledge/Skills Categories • Active Participation use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement, improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor
STEP #3: Recording the Evidence • create a separate recording chart for each Knowledge/Skills category (e.g. Understanding of Concepts, Movement Skills, Active Participation, Communication of required knowledge) • OPHEA Documents provide lots of great samples!
Recording of Evidence Chart Knowledge/Skills Category Level criteria Students names Expectations Topics/Units
Step # 3 – continued… • Include descriptors (page 9) • Include expectations relating to that category • Indicate the topics/units where students have opportunities to demonstrate their learning, but REMEMBER…….
Step # 3 continued…. • Some expectations may be demonstrated in a variety of units (e.g. locomotion) • Units or topics will relate to the program you develop (e.g. basketball, capture the flag, dodge ball, etc.) • Some expectations will require year long assessment (e.g. fair play, participation, etc.) • Some expectations will be most appropriately addressed in only one topic or unit (e.g. healthy eating)
Step #3, continued… • Transfer the evidence from the assessment tools (rubrics, self, peer, teacher, etc.) to the recording charts • Record the appropriate Achievement level (1, 2, 3, 4)
Step # 4: Evaluating… Making a Judgement • This involves determining the HIGHEST MOST CONSISTENT LEVEL of achievement • A weighting factor should be considered for each Knowledge/Skills category, taking into consideration QUANTITY, TIME, and QUALITY
QUANTITY • Weighting based on the number of expectations assessed within each category (Active participation carries the most expectations at all elementary grade levels)
TIME • Weighting based on the amount of time spent throughout the term/year for the student to demonstrate learning expectation(s).
QUALITY • Weighting based on tasks that provide a richer indication of students’ ability.
Step # 5: Completing the Provincial Report Card • Letter or percentage grade • Anecdotal comment describing the student’s strengths, weaknesses and steps for improvement • Report on learning skills
The Provincial Report Cards • Elementary Report Card Grade 1-6 • Elementary Report Card Grade 7-8 • Secondary Report Card
Learning Skills • Independent Work • Initiative E • Homework Completion • Use of information G • Cooperation with others • Conflict resolution S • Class participation • Problem solving N • Goal setting
SECONDARY LEARNING SKILLS Subject:______________________Grade:__________Reporting Period:__________
Entering the Grade • Translate the student’s highest most consistent level from your recording page • Translate that level into a letter or percentage grade • View process as moving from 4 point scale to 12 point scale
Provincial Guide for Grading Level 4 A+ 90-100 A 85-89 A- 80-84 Level 3 B+ 77-79 B 73-76 B- 70-72 Level 2 C+ 67-69 C 63-66 C- 60-62 Level 1 D+ 57-59 D 53-56 D- 50-52 R (Below 50) R Below 50
Anecdotal Comments • Describe the student’s strengths and weaknesses in relationship to the four Knowledge/skills categories • Describe the student’s achievement rather than simply listing the curriculum taught • Be clear, concise, and consistent with level of achievement • Describe the “next steps”, giving concrete suggestions for parent and student
Source: Getting Assessment Right: Health and Physical Education Grades 1-8 By: Sue Amos and Susan Orchard Data Based Directions Quality Resources for Educators www.databdirect.com
NOW YOU ARE READY…. TO ASSESS AND EVALUATE HEALTH AND PE!!!!! GOOD LUCK!