PDHPE K-6 Using the syllabus for consistency of moderation

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

2. Teacher judgement How do you form your expectations of what your students should achieve? • Sources of information: • syllabus expectations • shared professional expectations and discussion • professional judgement

3. What do you use to make judgements? Criteria • specific examples of the types of things which we look for when assessing student work Work samples • examples of the things that students have done in demonstrating evidence of achievement.

4. What do we mean by consistency? Consistency of teacher professional judgement refers to the degree to which judgements about a student’s performance are independent of which teacher is assessing the student.

5. Making judgements We make judgements at: • the end of a Stage e.g. Year 4 • point in time: mid stage Year 3

6. Workshop activity Exploring expectations – Physical education • What is the expectation of student achievement at each stage? • What does the syllabus say? • What do the foundation statements say?

7. Quality Teaching Assessment Questions • What do you want the students to learn? • Why does the learning matter? • What are you going to get the students to do (or to produce)? • How well do you expect them to do it?

8. Outcomes – Stage 2 • GSS2.8 Participates and uses equipment in a variety of games and modified sports. • MOS2.4 Displays a focus on quality of movement in applying skills to a variety of familiar and new situations. • Foundation statement Students apply movement skills in dance, gymnastics, games and sports, and practise manipulative skills in a range of minor games…Students demonstrate proficiency in the fundamental movement skills of … vertical jump, catch… through practice and application in different games and sports. They participate in physical activity… • Context As part of their class physical activity program, students were explicitly taught how to perform a vertical jump and catch. They then applied these skills in different games. The teacher observed students whilst participating in activities and checked for understanding by asking students to record what constitutes a proficient jump and catch. • Criteria • actively participates in the class games (observation) • demonstrates correct catch technique when playing the game (observation and questioning) • demonstrates correct vertical jump technique when playing the game (observation and questioning) • explains the components of a vertical jump (questioning and recording) • explains the components of a catch (questioning and recording) Discussion time How well has this student met the criteria?

9. Annotated class lists Annotated observations A record of student observations over a period of time helps to build the picture to make a judgement Discussion point How does this add to the overall judgement?

10. Strategy: Peer assessment Peer assessment provides great feedback to students by allowing them to develop a better understanding of the skill and of themselves as learners. Discussion point How could you use peer assessment to help you make judgements?

11. Making judgements What have students learnt? (Knowledge, skills and understandings) Stage 2 Syllabus outcomes GSS2.8 Participates and uses equipment in a variety of games and modified sports MOS2.4 Displays a focus on quality of movement in applying skills to a variety of familiar and new situations Stage 2 Foundation Statements Students apply movement skills in dance, gymnastics, games and sports, and practise manipulative skills in a range of minor games…Students demonstrate proficiency in the fundamental movement skills of … vertical jump, catch… through practice and application in different games and sports. They participate in physical activity… Teaching and learning focus Fundamental movement skills – vertical jump and catching through different games and sports Modified games incorporating vertical jump and catch Assessmentstrategies • Observing - student participation in games, checklist or record to create a profile • Questioning – asking questions to reinforce student understanding • Analysing – student written works samples, answers to questions, performance during games

12. Over to you….Making judgements • How well students have achieved the standard? (How well takes into account the breadth and depth of learning.) • Point in time • What have the students learnt this semester? (reflect on what has been taught) • How well have they learnt it? (against the criteria or standard) • End of Stage • What have the students learnt this semester? (reflect on what has been taught) • How well have they learnt it? (against the criteria or standard – Syllabus, Foundation Statements)

13. PDHPE Outcomes SLS3.13 Describes safe practices that are appropriate to a range of situations and environments • demonstrates ways to improve unsafe environments. DMS3.2 Makes informed decisions and accepts responsibility for consequences • analyses situations and information in order to make an informed decision. PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems • enlists the support of appropriate authority. Criteria • analyses situations and identifies possible risks • makes recommendations in order to improve unsafe environments. COG unit: Living land Stage: 3 Year: 5, Point-in-time: mid year Learning experience: Analysing risk in the school environment

14. Over to you….Making judgements • How well students have achieved the standard? (How well takes into account the breadth and depth of learning.) • Point in time • What have the students learnt this semester? (reflect on what has been taught) • How well have they learnt it? (against the criteria or standard) • End of Stage • What have the students learnt this semester? (reflect on what has been taught) • How well have they learnt it? (against the criteria or standard – Syllabus, Foundation Statements)

15. Over to you…Common Grade Scale

16. Where to next? With colleagues in your Stage team, work through a discussion process of some PDHPE examples. • What was the criteria? • Has the student met all of the criteria? • How well has the student demonstrated the learning? • Revisit the Syllabus. What judgements can you make in relation to the outcomes?