ASSESSMENT IN PHYSICAL EDUCATION

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ASSESSMENT IN PHYSICAL EDUCATION

• What, When, How?

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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?)

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• Evaluate judgement
• Judging quality of work based on established
  criteria
• Assigning a value to represent that quality

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• The primary purpose of assessment and evaluation
  is to improve student learning
• (Ontario Curriculum Grades 9 10 Program
  Planning and Assessment 1999)

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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

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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

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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

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Step 1. The Ontario Curriculum

• Curriculum Goal 1 Comprehension
• Curriculum Goal 2 Commitment
• Curriculum Goal 3 Capacity

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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.

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Goal 2 Commitment

• Students will develop a personal commitment to
  daily vigorous physical activity and personal
  health behaviours.

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Goal 3 Capacity

• Students will develop the basic movement skills
  they require to participate in physical
  activities throughout their lives.

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STRANDS IN H PE
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Active Participation

• Physical Activity
• Physical Fitness
• Living Skills
• Safety

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Fundamental Movement Skills

• Locomotion
• Manipulation
• Stability
• (all integrating movement principles of
  relationships, space awareness, effort, body
  awareness)

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Healthy Living

• Healthy Eating
• Growth and Development
• Personal Safety/Injury Prevention
• Substance Use and Abuse

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Curriculum Expectations

• Overall expectations
• Specific expectations

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Achievement Levels

• Level 1 below standard
• Level 2 approaching standard
• Level 3 Provincial standard
• Level 4 achievement above standard

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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

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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

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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

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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

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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

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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

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Verbs Linked to Knowledge/Skills Categories

• Understanding of concepts
• identify, recognize, label, examine,
• outline, distinguish, define, analyze,
• relate, determine

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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

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Verbs Linked to Knowledge/Skills Categories

• Communication of Required Knowledge
• explain, describe, communicate,
• discuss, present, suggest

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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

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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!

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Recording of Evidence Chart

• Knowledge/Skills Category
• Level criteria
• Students names
• Expectations
• Topics/Units

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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.

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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)

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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)

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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

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QUANTITY

• Weighting based on the number of expectations
  assessed within each category (Active
  participation carries the most expectations at
  all elementary grade levels)

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TIME

• Weighting based on the amount of time spent
  throughout the term/year for the student to
  demonstrate learning expectation(s).

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QUALITY

• Weighting based on tasks that provide a richer
  indication of students ability.

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Step 5 Completing the Provincial Report Card

• Letter or percentage grade
• Anecdotal comment describing the students
  strengths, weaknesses and steps for improvement
• Report on learning skills

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The Provincial Report Cards

• Elementary Report Card Grade 1-6
• Elementary Report Card Grade 7-8
• Secondary Report Card

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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

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SECONDARY LEARNING SKILLS Subject_______________
_______Grade__________Reporting
Period__________
Learning Skill Works Independently Works Independently Works Independently Works Independently Works Independently Teamwork Teamwork Teamwork Teamwork Teamwork Organization Organization Organization Organization Organization Work Habits/Homework Work Habits/Homework Work Habits/Homework Work Habits/Homework Work Habits/Homework Initiative Initiative Initiative Initiative Initiative
Date
Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement Key E Excellent, G Good, S Satisfactory, N Needs Improvement
Name
1
2
3
4
5
6
7
8
9
10
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Entering the Grade

• Translate the students 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

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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

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Anecdotal Comments

• Describe the students strengths and weaknesses
  in relationship to the four Knowledge/skills
  categories
• Describe the students 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

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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

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NOW YOU ARE READY.

• TO ASSESS AND EVALUATE HEALTH AND PE!!!!!
• GOOD LUCK!