Assessment and reporting within an A-E framework · Aqua 8 Task 1 Task 2 Essay Book Test Group task Anderson Joel D C 12 21.5 C Beattie Sam B A 18 25 A Venuti Stefan A B 15 Poor

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Assessment and reporting within an A-E framework

While you’re waiting

• Scan QR code to access today’s resources• https://janiceatkin.com/assessment-

workshop-resources-page/• Fill out the assessment reflection on page 3.

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What is my why?

https://trustworks.files.wordpress.com/2013/08/complicated.jpg

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What is your why?

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Recording your thoughtsAdd challenges, thoughts, insights and questions to either of the following:

• Padlet

• Workbook

https://padlet.com/janice9/gladstone_ctiq

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Workshop activity

Challenges you are experiencing with assessing Health and Physical Education

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What I want you to walk away with

• Solutions to challenges currently being experienced

• Picture of what achievement looks like in HPE

• Practical strategies for assessment and reporting processes.

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Setting the scene

Why do we assess and

why A-E?

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Assessment is about helping students to learn better ....

.... rather than just get a better grade.

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Assessment should ...

• inform teaching and learning

• provide quality feedback to students

• provide a basis for reporting to parents.

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Assessment should …

enable you to make on-balance judgements using evidence from a

range of student performances

not just one-off, point in time tasks.

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Assessment ≠ Reporting

Assessment ≠ A-E grades*

Reporting = A-E grades*

A-E grades* given at two points in a year

* Or equivalent 5 point scale

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In summary ....Only assess what is taught

Integrate as part of the teaching and learning process

Elicit a range of performance

Provide multiple ways and opportunities to demonstrate understanding and skills

Provide timely, quality feedback.

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And ….

Collect sufficient evidence of learning …

… to make fair and consistent judgements at reporting time.

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Questions?

janiceatkin.comE D U C AT I O N C O N S U LTA N T

Recording your thoughtsAdd thoughts, insights and questions from session 1 to either:

• Padlet

• Workbook

https://padlet.com/janice9/gladstone_ctiq

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Planning process for teaching and assessment in HPE

From achievement standards to quality teaching, assessment

and reporting

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Making the links

Whatdowereport?

Whatdowerecord?

Whatdoweassess?

Whatdowewantstudentstolearn?

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Step 1: What do we want students to learn?

• Identify the key understandings• Identify key skills• Identify focus areas for teaching

understanding and skills

Build a picture of why that learning matters

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UNIT TITLE: Kicking goals LENGTH: 6 – 8 weeks YEAR: 7 / 8

UNIT DESCRIPTION: In this unit of work students will practise and refine skills related to football (soccer). They will further develop their understanding of the strategies and movement concepts associated with success in invasion games and explore how these concepts and strategies can be transferred to other games and sports. Achievement standard: By the end of Year 8, students:

• investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes.

• apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity.

• demonstrate control and accuracy when performing specialised movement sequences and skills.

• apply movement concepts and refine strategies to suit different movement situations.

Content descriptions: • Use feedback to improve body control and coordination when

performing specialised movement skills in a variety of situations (ACPMP080)

• Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)

• Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084) Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086)

• Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087)

• Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)

Evidence of learning:

Students will demonstrate their learning through: • analysing their own performance of football skills and implementing feedback to improve their performance • explaining and justifying the movement concepts and strategies selected in the different game situations • explaining and demonstrating the similarities of strategies used in different games and how they can be transferred to new

movement situations • selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement

challenges with and without equipment • showing or explaining to others the approach they could take to gain or maintain possession in games • adopting roles that support and enhance team cohesion and lead to successful game outcomes • reflecting on the role/s they played within games and explaining how their actions led to successful outcomes in the game.

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Identifying learning expectationsUnderstanding/

SkillsAchievementstandard

Content Learningexpectation

practise and refine skills involved in football (soccer)

develop their understanding of strategies and movement concepts associated with invasion games

understand how the concepts and strategies can be transferred to other games and sports

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Unpacking learning expectations

• For each of the understandings and skills, identify the learning expectations described within the:– Achievement standards– Content descriptions

Build a picture of how well students need to learn

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Interpreting the standards

• continuum of development

• read in conjunction with content

• describes typical level of achievement

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janiceatkin.comE D U C AT I O N C O N S U LTA N T

Identifying learning expectationsUnderstanding/

SkillsAchievementstandard

Content Learningexpectation

practise and refine skills involved in football (soccer)

demonstrate control and accuracy when performing specialised movement sequences and skills.

ACPMP080ACPMP087

develop their understanding of strategies and movement concepts associated with invasion games

investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes

ACPMP082ACPMP084ACPMP087ACPMP088

understand how the concepts and strategies can be transferred to other games and sports

apply movement concepts and refine strategies to suit different movement situations

ACPMP082ACPMP084ACPMP087ACPMP088

janiceatkin.comE D U C AT I O N C O N S U LTA N T

Identifying learning expectationsUnderstanding/

SkillsAchievementstandard

Content Learningexpectation

practise and refine skills involved in football (soccer)

demonstrate control and accuracy when performing specialised movement sequences and skills.

ACPMP080ACPMP087

analyse their own performance and use

feedback to refine their football skills

develop their understanding of strategies and movement concepts associated with invasion games

investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes

ACPMP082ACPMP084ACPMP087ACPMP088

explaining and justifying the movement concepts and strategies selected in different game situations

understand how the concepts and strategies can be transferred to other games and sports

apply movement concepts and refine strategies to suit different movement situations

ACPMP082ACPMP084ACPMP087ACPMP088

selecting strategies that have been successful

before and implementing them in different game

situations

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Questions?

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Recording your thoughtsAdd thoughts, insights and questions from session 2 to either of the following:

• Padlet

• Workbook

https://padlet.com/janice9/gladstone_ctiq

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janiceatkin.comE D U C AT I O N C O N S U LTA N T

Take 5• 5 squats

• 5 jumping jacks

• 5 arm circles

• 5 “looking for the chicken”

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Making the links

Whatdowereport?

Whatdowerecord?

Whatdoweassess?

Whatdowewantstudentstolearn?

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Step 2: What do we assess?Map where understandings and skills are

currently taught and assessed

• How/when are they currently assessed?• Are there any gaps (e.g. understandings or skills not

taught?)• Are there opportunities to teach/assess multiple

understandings or skills simultaneously?• Does your current assessment program prioritise

some concepts and skills over others?

Build a picture of what learning is valued by assessment

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Our tools of the trade

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What sorts of assessment tools (evidence of learning) do you currently use to

make judgements about student achievement?

Group relay challenge

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What constitutes evidence?• work samples / work books• practical performances• group presentations• group and class discussions• responses to questions• observations of students working• in-class tasks• tests• take home assignments

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Considerations when selecting assessment tools

• time efficiency (both the students’ time and yours)

• reliability within a class• consistency of judgement across

classes

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Assessment should:• be relevant (linked to standards and content)• be appropriate (measures what it intends to

measure)• be fair (opportunity for all students to demonstrate

what they have learnt)• be accurate (reliable and valid)• provide useful information

– of learning (summative)– for learning (formative)

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What might you observe students doing, saying or

producing that will support you to make an on-balance

judgement?

Planning your assessment

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What learning activities, tasks or performances .....

will provide students with an opportunity to demonstrate

evidence of their learning?

Planning your assessment

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Questions?

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Bringing it all together

Whatdowereport?

Whatdowerecord?

Whatdoweassess?

Whatdowewantstudentstolearn?

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Collecting evidence of learning

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Explore the evidence of achievement

Aqua 8 Task 1 Task 2 Essay Book Test Group task

Jemima Puddleduck

74% C 12 ✔ 21.5 C

Thomas Engine

89% A 9 ✔ 25 A

Bob Workman 61% B 15 Poor/ needs

attention

20 A

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Make a judgement about student achievement

Aqua 8 Task 1 Task 2 Essay Book Test Group task

Jemima Puddleduck

D C 12 ✔ 21.5 C

Thomas Engine B A 18 ✔ 25 A

Bob Workman A B 15 Poor/ needs attention 20 A

Jemima PuddleduckThomas EngineBob Workman

AssessmentofLearning

OneGradeinClass/Semester

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Recording evidence

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Now its your turn!

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Collecting evidence of achievement

How can you collect and record evidence of student learning ....

.... in an efficient and valid way?

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Observation records

Develop an observation record for your selected unit of work

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Questions?

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Recording your thoughtsAdd thoughts, insights and questions from session 3 to either of the following:

• Padlet

• Workbook

https://padlet.com/janice9/gladstone_ctiq

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janiceatkin.comE D U C AT I O N C O N S U LTA N T

Take 5• 5 shoulder shrugs

• 5 high knee runs

• 5 elephant swings

• 5 neck stretches

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Bringing it all together

Whatdowereport?

Whatdowerecord?

Whatdoweassess?

Whatdowewantstudentstolearn?

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Make a judgement about student achievement

Aqua 8 Task 1 Task 2 Essay Book Test Group task

Anderson Joel D C 12 ✔ 21.5 C

Beattie Sam B A 18 ✔ 25 A

Venuti Stefan A B 15 Poor/ needs attention 20 A

Anderson Joel Beattie, SamVenuti Stefan

AssessmentofLearningOneGrade

inClass/Semester

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What do you currently report?

Source:https://leachlegacy.ece.gatech.edu/abbeville/misc/ReportCard.jpg

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Federal Government requirement

A-E scale (or 5 point equivalent)

What does this look like in your sector?

www.federalfinancialrelations.gov.au/content/national_agreements/education/education_agreement.pdf

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QLD A-E descriptors• A – Evidence in a student’s work typically demonstrates a very

high level of knowledge and understanding of the content (facts, concepts, and procedures), and application of skills.

• B – Evidence in a student’s work typically demonstrates a high level of knowledge and understanding of the content (facts, concepts, and procedures), and application of skills.

• C – Evidence in a student’s work typically demonstrates a sound level of knowledge and understanding of the content (facts, concepts, and procedures), and application of skills.

• D – Evidence in a student’s work typically demonstrates a limited level of knowledge and understanding of the content (facts, concepts and procedures), and application of skills.

• E – Evidence in a student’s work typically demonstrates a very limited level of knowledge and understanding of the content (facts, concepts and procedures), and application of skills.

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What can a “sound” student do in HPE?

Imagesource:http://media.gettyimages.com/vectors/boy-with-good-grades-vector-id512058579

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Unpacking achievement in HPE

Limited level Sound level High levelUnderstandinginterpret basic feedback and use

it to refine their kicking and passing skills

analyse their own performance and use feedback to refine their

football skills

analyse their own and others’ performances and can provide

constructive feedback to enhance performance

provides simple arguments to justify the choice of strategies selected in a narrow range of game situations

explaining and justifying the movement concepts and

strategies selected in different game situations

Provides clear explanations and justifies decisions made in a range

of different games about the strategies selected

Transfers some basic strategies to games in similar categories

selecting strategies that have been successful before and

implementing them in different game situations

evaluates the success of selected strategies and proposes alternative

strategies for greater success

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Exploring levels of achievement

• ACARA work samples

http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1

• Queensland standard elaborations

https://www.qcaa.qld.edu.au/p-10/aciq/standards-elaborations/p-10-hpe

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What levels of achievement would you expect of students?

• Record what sound achievement (C)looks like for your unit of work

• Record what limited (D) and high (B) level achievement looks like.

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Questions?

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Recording your thoughtsAdd thoughts, insights and questions from session 4 to either of the following:

• Padlet

• Workbook

https://padlet.com/janice9/gladstone_ctiq

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Planning future directionsWhat are your next steps?

– teaching and learning– assessment processes– professional development– reporting processes

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3-2-1 reflector• 3 people you will have a conversation

with when you get back to school

• 2 insights you will share with each of these people

• 1 question that you still have and need to investigate further

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Workshop evaluation

https://ja53.typeform.com/to/tZvXCY

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Want resources or training?

Email: [email protected]