ASSESSMENT & EVALUATION. Lesson Plan Assignment You DO NOT have to present it, just submit a hard copy (no title page required) Assume the reader (e.g.

ASSESSMENT & EVALUATION

Lesson Plan AssignmentYou DO NOT have to present it, just submit a

hard copy (no title page required)

Assume the reader (e.g. ME) knows nothing

about teaching PE – be as detailed as possible!

Choose an activity or sport that is BEYOND

your comfort zone!

LP is due on November 19th – IN CLASS

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 # 2: Collecting the EvidenceSample Assessment strategies (what will

students be doing?):

Skill demonstration (PERFORMANCE)Game play (PERFORMANCE)Journal, quiz, testCase study, debate, discussionFitness profile/log, graphic organizerConferenceProject, presentationRole playPortfolio, contractWritten or verbal response

Step #2: Collecting the EvidenceSample assessment tools (what instruments

will the teacher/student use to collect the evidence?):

Assessment scales (rubric)Marking schemeTarget/Wheel/Star/Pyramid/StepObservation checklistSelf assessmentPeer assessmentWritten 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 9List the descriptors for your skillEnter the gradeEnter the learning expectation (direct quote)Add your names

Designing Assessment TasksFocus 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 TasksConnect 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 CategoriesUnderstanding of concepts:

identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine

Verbs Linked to Knowledge/Skills CategoriesMovement 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 CategoriesCommunication of Required Knowledge:

explain, describe, communicate, discuss, present, suggest

Verb Linked to Knowledge/Skills CategoriesActive 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 ChartKnowledge/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 JudgementThis 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

QUANTITYWeighting based on the number of

expectations assessed within each category

(Active participation carries the most

expectations at all elementary grade levels)

TIMEWeighting based on the amount of time spent

throughout the term/year for the student to

demonstrate learning expectation(s).

QUALITYWeighting based on tasks that provide a

richer indication of students’ ability.

Step # 5: Completing the Provincial Report CardLetter 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 (Catholic)

Secondary Report Card Grade 9-12 (semestered)

From: Ministry of Education

Learning SkillsIndependent WorkInitiative EHomework CompletionUse of information GCooperation with othersConflict resolution SClass participationProblem solving NGoal setting

SECONDARY LEARNING SKILLS

Subject:______________________Grade:__________Reporting Period:__________

Learning Skill Works Independently

Teamwork Organization Work Habits/Homework

Initiative

Date

Key: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement

Name:

1

2

3

4

5

6

7

8

9

10

Entering the GradeTranslate 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 85-89A- 80-84

Level 3 B+ 77-79B 73-76B- 70-72

Level 2 C+ 67-69C 63-66C- 60-62

Level 1 D+ 57-59D 53-56D- 50-52

R (Below 50) R Below 50

Anecdotal CommentsDescribe 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 DirectionsQuality Resources for Educatorswww.databdirect.com

For next class:

Read Chapter 7 – Students with Special

Needs