Curriculum Instruction Assessment Aligning Manitoba Physical Education Supervisors Association Linda Thorlakson Manitoba Education February 17, 2010.

• Curriculum

• Instruction

• Assessment

Aligning

Manitoba Physical

Education Supervisors Association

Linda ThorlaksonManitoba EducationFebruary 17, 2010

Provincial Assessment Initiative

• Assessment for and as Learning– Greatest impact on achievement – Importance of student involvement– Requires clear goals and criteria,

descriptive feedback, opportunity to improve

• Assessment of learning– Provides feedback to the school,

division, and province so that appropriate supports for further learning are provided

– Communicates achievement to stakeholders

http://www.edu.gov.mb.ca/k12/assess/wncp/index.html

2006

Provincial Assessment Initiative

http://www.edu.gov.mb.ca/k12/assess/wncp/index.html

For As Of

Why?

Who uses?

When?

Provincial Assessment Initiative

GOALS• Increase assessment for learning

• Offer more opportunities for student involvement and engagement in their learning (assessment as learning)

• Ensure high quality assessment of learning, and improve grading and reporting practices

Provincial Assessment Initiative

• Communication is required throughout the teaching-learning cycle.

• Communication needs to involve the student, the teacher and the parent.

• Assessment and communication should foster further learning and sustain or improve motivation

• Use assessment to focus on learning rather than to accumulate marks or compete with others.

http://www.edu.gov.mb.ca/k12/assess/docs/csl/index.html

2008

Planning with the End in Mind

Plan learning experiences

Determine acceptable evidence

Wiggins & McTighe, 1998

Identify desired learning

Step 1:

• Select curricular outcomes or clusters of outcomes

• E.g. GLO Movement / Safety – Grade 7

• Knowledge• Skills• Attitudes

• Communicate the learning target to the students in terms they understand.

Identify desired learning

Clear Learning Goals

• Merely being clear about the learning goals increases student achievement

• Composed of CONTENT + LEVEL of THINKING or DOING

Source: Rutherford, M. (Producer) (2007) 6 Big Ideas: Creating the Learning Centered School. [DVD]. Rutherford Learning Group.

Step 2 a):

• How will I know the student has achieved the desired learning? (Assessment Of Learning)

– What standard do students need to reach?(How good is good enough?)

– What are the criteria for successful performance?

– What task(s) will allow students to demonstrate the learning? (Do / Write / Say)

• Do students know the standard and criteria?

Determine Acceptable Evidence

http://www.bced.gov.bc.ca/perf_stands/healthy_living/7-9/quick_scale.htm

Skill Acquisition Phase

Description

4

Proficient

•Movement appears effortless•High level of ability•Maintains efficient movement in game situations•Uses mastered skill with the strategy•Mastery of skill level – performance – technique

3

Acquired

•Skill is ready to use in combination with other skills•Consistent performance•Can apply in a variety of situations•Uses skill and understands strategy

•Main features present, some refinement required

2

Developing

•Movement present with concentration•Beginning to demonstrate a functional skill level in order to participate•Performs best in drill or modified game situation

1

Initial

•Initial stage of development•Requires intense concentration•Performs in isolated situations

•Skill is characterized by lack of control

(Sample) GLO 1- Movement Rubric: Application of Skills

Source: B. Hatherly, adapted from Louis Riel SD.

Example of a Grade 7 Unit Goal

• Students will develop and apply movement skills (transport, manipulation and balance) and concepts of safety and fair play in volleyball. Success will be demonstrated by – Appropriately executing offensive /defensive

moves– –

Step 2 b):

• How will I know how well the student is progressing during the learning? (Assessment For Learning)

– Is the student on target to achieve the learning?

– What will I look for? When?

Determine Acceptable Evidence

Step 3:

• What will I have students do to acquire and apply the desired learning?

• How will I adjust?– What will I do if the student has already

achieved the desired leaning?– What will I do if the student needs additional

instruction or practice?

Plan learning experiences

TTYN• Comment on the clarity

and consistency of goals and criteria amongst Phys. Ed/Health staff in your system

• What are the strengths/ challenges/questions?

Plan learning

experiences

Determine acceptable evidence

Identify desired learning

Assessment for and as Learning

Use feedback

Engage in learning experiences

Check for understanding

Generate descriptive feedback

Check for understanding

• Address gaps and misconceptions

Check for understanding

Practice makes . . .

permanent!

Rick Wormeli, Fair Isn’t Always Equal, Manitoba ASCD workshop, Feb

“ “

Generate descriptive feedback

• Relate to identified criteria

• Provide during or soon after learning

• Focus on strengths

• Area to improve

• Guide next steps

Generate descriptive feedback

Generate descriptive feedback

Include peer and self assessment• Extends the opportunities for feedback• Structure (checklists or identified

characteristics) must be provided• Ways of giving feedback must be modeled for

students and practiced• Students become more clear about criteria,

less dependent on teacher and take increased responsibility for their own learning

Generate descriptive feedback

TTYN• How are Phys.

Ed/Health teachers managing formative assessment processes in the classroom?

• What are the strengths/challenges/ questions?

Assessment of Learning

• To confirm what students know, understand and can do

• To certify and communicate achievement

Reflect on evidence of learning

Confirm learning

Determine grades and report

Confirm learning

• Use quality assessments aligned with learning outcomes

• Select assessment methods that match learning outcomes

• Ensure a sufficient sample and variety of evidence

Confirm learning

Reflect on evidence of learning

• Use professional judgement

• Determine next steps in teaching and learning

Reflect on evidence of learning

Determine grades that areDetermine grades that are

• Meaningful– Linked to learning goal(s) (Valid)

• Consistent– Reliable, mark does not depend on which

teacher, or comparison with peers

• Accurate – E.g. beware of zeros; separate achievement

from behaviour

• Supportive of further learning– E.g. replace old evidence with new

Record Book for Grade 7 Physical Education and HealthStudent ___________________________

LegendLevel 1 = Emerging Level 2 = Developing Level 3 = Acquired Level 4 = Proficient

Summative Achievement Evidence

Safety Seminar Test

Volleyball Unit

(Skills)

Volleyball Unit(Full

Game)

Personal Fitness

Training Archery

Sept14 Sept 29 Oct 13 Oct 28 Nov 17

Movement approaching2

satisfactory3

Proficient4

Fitness Management

2

Safety 6/102

careless2

Careful

3

Personal and Social Management

Strategic team player

4

Detailed plan4

Healthy Lifestyle Practices

Managing Information

• How does this model fit for Physical Education/Health?

• What supports do teachers need to implement curriculum, assessment and instruction that are aligned?

Reflect on evidence of learning

Use feedback

Plan learning experiences

Engage in learning experiences

Check for understanding

Generate descriptive feedback

Confirm learning

Determine meaningfulgrades

Determine acceptable evidence

Identify desired learning

Planning with the end in mind

Assessment of Learning

Assessment forand as Learning