Post on 27-Dec-2015
transcript
PHED 2017 INQUIRY
ASSESSMENT & EVALUATION
Special Olympics - NCCP
CROSS COUNTRY SKIING
• Classic style
• On campus trails
• North Bay Nordic Instructors
• Rental fee approximately $40-50
• BORROW IF YOU CAN!!!
Evaluation....
• Participation – 4 so far + attendance• In class assignments – 6 so far (60% complete)• PE Presentations – 1 so far (50% complete)• Lesson Plan – ONE, written only
ASSIGNMENT VALUE DUE DATE
Participation 20% Each Class
In Class Assignments 15% t.b.a.
PE Presentations 15% t.b.a.
Lesson Plan 20% November 17th (in class)
FINAL EXAMINATION 30% December Exam Schedule
SCHEDULE• Oct. 27 & 29 – Assessment & Lesson Planning• Nov. 3 – Guest – Cathy Sullivan-Richardson• Nov. 5 – CLASS – FMS & SMS• Nov. 10th – GYM – Cathy• Nov. 12th – GYM – mini-lessons• Nov. 17th – GYM - mini-lessons• Nov. 19th – CLASS – Other Teaching Approaches • Nov. 24th – GYM - mini-lessons• Nov. 26th – GYM - mini-lessons• Dec. 1st – CLASS – Health Education• Dec. 3rd – CLASS – Health Education
ASSESSMENT & EVALUATION 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
– (Contrast formative vs. Summative assessment)
(PE teachers are always assessing – why?)
• Evaluate = “judgement”
– Judging quality of work based on established criteria
– Assigning a value to represent that quality
– (Contrast criterion-referenced vs. Norm-referenced
evaluation – which is more common in PE?)
“The primary purpose of assessment and evaluation is
to improve student learning”
(Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)
Effective A&E
• Valid
• Reliable
• Feasible
• Fair
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.”
STRANDS IN H & PE
Active Participation
Healthy Living
Fundamental Movement Skills
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
e.g. “demonstrate the principles of movement while refining
their movement skills” (grade 5)
• Specific expectations
e.g. “catch, while moving, objects of various sizes and shapes
using one or two hands
Achievement Levels (p. 9)
Level 1 – below standard
Level 2 – approaching standard
Level 3 – Provincial standard
Level 4 – achievement above standard
Knowledge and Skills Categories (p. 9)
• 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 instruments will the teacher/student use to collect the evidence?):
• Assessment scales (rubric)• Marking scheme• Target/Wheel/Star/Pyramid/Step• Observation checklist• Self assessment• Peer assessment• Written evidence – tests, assignments, etc.
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
Design your own rubric...
• Choose one MOVEMENT SKILL from the Ontario Curriculum
• Prepare a table, and enter the descriptors from page 9
• List the descriptors for your skill• Enter the grade• Enter the learning expectation (direct quote)• Add your names
For next class:
• Read Chapter 6 – Assessment and Evaluation
of Student Learning
• Define and describe AUTHENTIC ASSESSMENT
• Use YOUR OWN examples to illustrate the
points identified in the text