The National PE & Sport Professional Development Programme PD/H: Assessing progress and attainment in PE
SECTION 1: By the end of this section we will: Understand what is meant by improving pupils progress and attainment in PE Understand how effective assessment, recording and reporting can help pupils to make progress in their learning Have identified specific aspects of pupils progress in PE that we want to improve by using effective assessment, recording and reporting procedures
Task 1: Understanding progress Describe what it means when pupils make progress What does it look like? How do we recognise it? In what different ways can pupils make progress?
Notes: Pupils make progress in: Acquiring & developing skill Selecting & applying skills, tactics and compositional ideas Evaluating & improving performance Knowledge & understanding of fitness & health When evaluating & improving connections should be made between the other three
Understanding progress How do you use the four aspects when: Teaching for progress? Evaluating progress?
Task 2: How do you use assessment? In groups of 4: How do you assess pupils ongoing work in PE? How and when do you record and report pupil attainment? Is there a common approach in your school?
What information do you use for monitoring?: tasks that link and build on each other within and between units? self and peer assessment? merit systems used to reward significant progress Ofsted inspection findings? pupils records to plan work? No. of pupils accessing out of hour learning opportunities? other systems and processes?
How do you monitor and record pupil progress and attainment in PE? Which aspects do you monitor & why? How do you use information that you record? Do you record everything that you monitor? What and how do you use records? Achievement v attainment in PE ~ how do your records distinguish this? Are pupils involved in monitoring & recording?
Task 3: Pre-course task In groups of 4: Share findings What issues did you uncover? Did you discover anything surprising? Are there issues common to everyone in the group? One person summarise discussion to whole group
Task 4: Identifying objectives to improve pupils progress and attainment in PE Note down at least 3 key objectives (that are pupil focused) e.g. We want to… Increase the number of pupils who make progress beyond unit expectations
SECTION 2: By the end of this section you will: Understand how to provide authentic contexts for assessing, recording and reporting pupils progress Have learnt a range of different ideas and approaches to assessing, recording and reporting pupils progress that you can use to improve pupils progress and attainment in your school
What is a core task? Authentic context for performance Combination of three aspects which are inter-related and have impact on each other Evaluating & improving enables pupils to analyse their own and others performance
Task 5: Developing a framework for pupils progress Look at the core tasks from a KS1 &/or a KS2 unit Look at link between core tasks and expectations Discuss how core tasks: Might be used at the start, during and end of a unit to provide a picture of progress How might pupils progress through the core tasks be recorded in a way that would help pupils make further progress?
Task 7: Pupils self- assessment strategies See page 22 Why might these work? Why might they be problematic? Other ways? (Use examples of opportunities provided in your school)
Task 8: Recording evidence of pupils progress in PE On 5 separate sheets of paper: What do you record? When do you record it? How do you record it? Who does the recording? What do you use the information for?
Task 9: Looking at record sheets How do you use information from record sheets? Importance of clear purpose See page 29
Task 9 contd. ~ questions Would this sheet give you useful information? What for? How could you use it? Is the sheet user friendly? Does the sheet reflect the need to track progress in the 4 aspects? Are words better than ticks? Would a register comment do as good a job? Would a traffic light system be enough? How does the sheet compare with what you use? How easy would it be to extract info for reporting? Could any of this be shared with pupils? Why?
Task 9: Reporting pupil attainment How useful do pupils and parents find the reports you write? How are reports used after they have been written? What are reports intended to convey and to whom? Do you receive any feedback from Senior management on your report writing? As a group share ideas on how report writing could be used to improve pupils progress and attainment in PE
SECTION 3: By the end of this section you will: Know what you will see pupils doing and hear them saying when you have used assessment, recording and reporting pupils progress and attainment in PE Know how to collect information to show that pupils progress and attainment are improving
Task 10: Identifying signs of success Look back to objectives task Imagine pupils in 6/12 weeks / 6/12 months time when they have started trying to achieve these objectives What will you see them doing different from now? What will you hear them saying?
Task 11: Collecting information Registers Listening to pupils Looking at pupil activity diaries Using video footage or photographs Listening to parents Using questionnaires What are the strengths and weaknesses of different methods?
Task 11 contd. Plan an information collection strategy: Baseline ~ how? Information already in place Who would collect additional information? When to collect/collate? How often? From how many people? Who should be involved? How will you ensure information is put to good use?
Section 4: By the end of this section you will: Have drafted an action plan Understand why it is important to keep a record of what you do and the difference it makes to pupils Have been introduced to the possibility of joining an e-learning community