Assessment without Levels Andrew Frapwell. Session aims: Set the context Promote the purpose of assessment Explore assessment in the Cognitive, Affective.

Assessment without Levels

Andrew Frapwell

Session aims:• Set the context• Promote the purpose of assessment• Explore assessment in the Cognitive,

Affective and Psychomotor domains in Physical Education

TRANSFORMATIONAL LEARNING

Set the context

What are we trying to do?

Transform practice to

Improve Learning

Modernisation or Transformation?

Modernisation

Transformation

Transformational Learning

• Incremental learning

• Learning to learn / meta-cognition

• Epistemic

ASSESSMENT FOR IMPROVEMENT

Promote the purpose of assessment

Assessment Drives Learning

• Clarify the learning you value• Create assessment tasks that reveal

learning• Use the ‘results’ to improve learning• Change assessment to drive the process

Improve learning of what?

• Assessment for change

• Paradigm shift from performance to greater social return measures

A different perspective?

You are more likely to be bitten by Luis Suarez than a shark!

21% (14%) of 5-15 (13-15) year old boys

And

17% (8%) of 5-15 (13-15) year old girls

Met the recommended activity levels

Health survey for England (2012)

Bullying v PE & School Sport

• The only area in schools that has a bigger impact on lowering self-esteem than PE and School Sport is bullying

Implications

Measure what we treasure / measure what we value

Rather than....

Attach a value to the measure

COGNITIVE, AFFECTOR AND PSYCHOMOTOR DOMAINS

Explore assessment in the Cognitive, Affector and Psychomotor domains in Physical Education

Ways of Looking: Head – Heart – Hands

The thinking physical being:Decision makerAnalytical – deep understandingConfident

The doing physical being:Physically competentGrowth and developmentPhysically ActiveCompetitive

The social & emotional physical being:Involvement and engagementAttitudeCharacter, valuesHealthy active lifestyleThe doing physical being:

Physically competentGrowth and developmentPhysically ActiveCompetitive

Key Message 1

• Re-emphasise the learning function of assessment

• De-emphasise the grading function

Key message 2:

• Explore the relationship between curriculum and assessment for inclusive & progressive delivery

Curriculum & Assessment

Key Message 3:

• Use Assessment information to evolve your pedagogy. The better you communicate with learners the better their progress will be

UNDERSTANDING CURRICULUM-ASSESSMENT-PEDAGOGY

EFFECTIVE PROFESSIONAL DEVELOPMENT

ADVANCING ASSESSMENT

COMPELLING

CURRICULUM

POWERFUL PEDAGOGY

love of

learning

Learning alignment

Diagram adapted from Frapwell, A. Ch. 8, Assessment for Learning pp. 104-117 In: (Ed)

Bailey, R. (2010). Physical Education for Learning: A Guide for Secondary Schools.

London, Continuum.

Key message 4:

• The new Attainment target statutory from 1/9/14 has no level descriptors. What and how we measure progress MUST change. Assessment HAS to be fit for purpose

Goal orientation – 2 way

• Learning mastery - competence - understanding - self

• Performance mastery – competition against others

• The two can be simultaneous• Important to feel successful and achieve – I

can mindset... Does not transfer to I can statements

Key message 5:

• Plan, teach & assess the essential skills, knowledge & concepts in the new Programme of Study (floor standards) - less content in greater depth

KS1 Doing - Hands KS1 Thinking - HeadKS1 Social &

Emotional - Heart Develop fundamental

movement skills (specifically master basic movements including running, jumping, throwing and catching)

Develop competence

Develop agility, balance and coordination

Perform dances using simple movement patterns

Apply skills

Develop simple tactics for attacking and defending

Develop competence

Work individually and with others

Develop competence

Develop confidence

Contexts: Team games; dance; a range of physical activities (individual and cooperative); competitive situations (against self and others); possibly swimming; increasingly challenging

Fundamental Movement skills• 240 and 600 minutes?• Key Stage 1 is the best time of schooling for

developing fundamental movement skills • Walking, running, stepping, hopping, skipping,

jumping, kicking, throwing, catching and striking, agility, balance, coordination are a list of many of the skills that should be developed

• These skills can also form part of playing games• In teaching these skills there is opportunity for

developing them to music, with or without equipment / apparatus to provide challenge, interest and enjoyment.

• These skills can be practised both indoor and outdoor

KS2 Doing - Hands KS2 Thinking- HeadKS2 Social &

Emotional - Heart Develop a broader range of skills

(specifically running, jumping, throwing and catching in isolation and in combination)

Perform dances using a range of movement patterns

Develop flexibility, strength, technique, control and balance

Apply a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination)

Use a broad range of skills in different ways

Link skills to make actions and sequences of movement

Understand how to improve

Learn how to evaluate and recognise their own success

Apply basic principles suitable for attacking and defending

Compare and improve performances with previous ones

Enjoy communicating, collaborating and competing with each other

Develop flexibility, strength, technique, control and balance

Contexts: Competitive games; dance; outdoor and adventurous activity challenges; different physical activities and sports; individual and team; swimming (if not scheduled in KS1).

KS3 Doing - Hands KS3 Thinking - HeadKS3 Social &

Emotional - Heart Develop technical expertise

Develop technique to improve performance

perform dances using advanced dance techniques within a range of dance styles and fs

Apply techniques across different sports and physical activities

Understand effective performance effective

Apply principles of effective performance to their own and others’ work

Use a range of tactics and strategies to overcome opponents

Develop problem solving skills

Analyse and improve performances compared to previous ones

Participate in exercise, sports and activities (out of school)

Understand and apply the long-term health benefits of physical activity

Build trust

Develop skills to solve problems

Contexts: outdoor and adventurous activities (team, individual group); direct competition through team and individual games; participate outside school through community links or sports clubs; other competitive sports; challenging

KS4 Doing - Hands KS4 Thinking - HeadKS4 Social &

Emotional - Heart Develop technique and

improve performance

Develop a variety of tactics and strategies to overcome opponents

Develop problem solving skills

Evaluate and improve performances compared to previous ones

Develop personal fitness

Engage in an active, healthy lifestyle

take part regularly in competitive sports and activities (outside school)

Build trust

Develop skills to solve problems

Contexts: Outdoor and adventurous activities in a range of environments; in other competitive sports or other physical activities; team and individual games; participate outside school through community links or sports clubs; complex and demanding.

Key message 6:

• Backward planning - work backward from the end of key stage targets & align incremental 'unit' outcomes

Western roll Straddle Fosbury flop

Men’s high jump world record

Step 1

• National Curriculum & Attainment Target

Step 2

• Develop Curriculum Activities that meet learners’ needs

Step 3

• Set Annual Targets / Expectations

Step 4

• Align assessment criteria – the language of learning in PE – in your planning

Step 5

• Develop and use Assessment for Learning Strategies

Step 6

• Periodic monitoring – milestone targets

Step 7

• Review and revise RAG

Key message 7:

• The DfE will no longer use levels of progress to measure school performance and determine league tables

Key message 8:

• Ofsted will no longer look for 2 levels of progress between KS 1&2 or 3 levels of progress between KS2&4. Why? Because they have been removed!

Key Questions:

How are we doing?

How can we do it better?

Assessment

• OF

• AS

• FOR

“One test of the correctness of an educational procedure is the happiness of the child.”

Maria Montessori (Italian Physician and Educator. 1870-1952)

Thank you

Andrew [email protected]

www.afTLC.com07803 603450