PHED 2017 INQUIRY ASSESSMENT & EVALUATION. Special OlympicsSpecial Olympics - NCCP.

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