1. 30 March 2009 Designing The Best Curriculum and Assessment possible Crichton Casbon Lancashire LA Physical Education Conference Physical Education

2. 30 March 2009 Purpose To: Have a conversation about the power of assessmentHave a conversation about the power of assessment Set out principles that underpin powerful assessmentSet out principles that underpin powerful assessment Explore how to set up a sensible assessment systemExplore how to set up a sensible assessment system

3. 30 March 2009 The Power of Assessment

4. 30 March 2009 Assessment is powerful… Because… …it is the only way we can achieve things we have never achieved before…it is the only way we can achieve things we have never achieved before …it is the only way we can develop personal aspirations…it is the only way we can develop personal aspirations …it is the only way we can bring about progress and achievement…it is the only way we can bring about progress and achievement

5. 30 March 2009 Assessment is powerful… …because of the way it makes you feel…because of the way it makes you feel We’ve heard said that long after you’ve forgotten what they said or even what they did, you’ll remember how they made you feel. When Henry Ford allegedly said ‘If you believe you can or you can’t… you’re probably right’ he recognised the role of self-belief in achievement.

6. 30 March 2009 3. develop good personal qualities, attitudes, knowledge and skills 2. develop self-belief 1. feel valued 4. have aspirations When it helps want our learners to: Assessment is powerful…

7. 30 March 2009 Assessment is powerful… … when it helps each of our learners to: become the person they want to bebecome the person they want to be develop good relationships, especially with family and close friendsdevelop good relationships, especially with family and close friends learn the stuff they need to get on in lifelearn the stuff they need to get on in life make the difference they want to makemake the difference they want to make

8. 30 March 2009 For reflection How powerful is your approach to assessment?How powerful is your approach to assessment? What could you do even better?What could you do even better? What might you need to do differently?What might you need to do differently?

9. 30 March 2009 What are the principles underpinning powerful assessment?

10. 30 March 2009 Powerful assessment is based on… …being clear about what needs to be learned and achieved, and what quality looks like…being clear about what needs to be learned and achieved, and what quality looks like …having a deep understanding of the experiences and processes of learning that will bring these about…having a deep understanding of the experiences and processes of learning that will bring these about …being systematic in providing the information, encouragement and direction to bring about success…being systematic in providing the information, encouragement and direction to bring about success

11. 30 March 2009 Powerful assessment is based on the processes of… …looking and listening…looking and listening …asking questions…asking questions …providing feedback…providing feedback …discussing options and solutions…discussing options and solutions …making comparisons…making comparisons …making judgements…making judgements …moving on with actions that come from the questions why, what and how?…moving on with actions that come from the questions why, what and how?

12. 30 March 2009 Powerful assessment is based on… …defining outcomes to be achieved in terms of what you want to see and hear in learners,…defining outcomes to be achieved in terms of what you want to see and hear in learners, …taking action to bring about the outcomes,…taking action to bring about the outcomes, …keeping track of emerging impact and progress towards the outcomes, and…keeping track of emerging impact and progress towards the outcomes, and …making decisions to increase the rate of progress and level of achievement.…making decisions to increase the rate of progress and level of achievement.

13. 30 March 2009 Powerful assessment is based on.. …developing a clear picture of improvement, progress and achievement over time, and this means recognising that……developing a clear picture of improvement, progress and achievement over time, and this means recognising that… –data is shorthand for the words you haven’t time to use –data only becomes information when it is socially processed –data should lead to questions not assumptions –pictures and descriptions are more powerful than bald facts and figures –subjective evaluation that is moderated and standardised is clearer and more powerful that narrow objective measurement –all data should be used to bring about decisions and action

14. 30 March 2009 What do these pictures of achievement show?

15. 30 March 2009 What do we want to achieve? What if… Part 1

16. 30 March 2009 What could we achieve? …then…? What could our learners achieve and become? Part 1

17. 30 March 2009 Maximum performer Problem solver Expressive communicator Accurate replicator Maximum performer Accurate replicator Outwitter Exerciser for wellbeing Leader commitment understanding active and healthy skill confidence thinking for yourself strength suppleness stamina keen to improve enjoy different activities official leader trainer performer spectator participant team player creative decision maker independent thinker choreographer self esteem physio What do we want to achieve? Part 1

18. 30 March 2009 What is Physical Education about? physical competence and skilfulnessphysical competence and skilfulness physical growth and developmentphysical growth and development confidence in and enjoyment of physical activityconfidence in and enjoyment of physical activity knowledge of what success looks like and how to succeedknowledge of what success looks like and how to succeed personal, social and emotional health and wellbeingpersonal, social and emotional health and wellbeing Part 1

19. 30 March 2009 Developing skills and physical competence Understanding how to succeed and make good decisions Growing and developing the body Developing a love for physical activity and confidence to get involved The learner The skilful physical being The confident thinking being Part 1 A picture of physical competence and effective performance

20. 30 March 2009 How do we achieve these outcomes? developing physical competence - balance, coordination and dexteritydeveloping physical competence - balance, coordination and dexterity working physically to grow and develop the body systems and structuresworking physically to grow and develop the body systems and structures experiencing enjoyment and success to develop a love for physical activity and the confidence to get involvedexperiencing enjoyment and success to develop a love for physical activity and the confidence to get involved developing knowledge and understanding about how to succeed and what decisions to make in a range of activitiesdeveloping knowledge and understanding about how to succeed and what decisions to make in a range of activities developing knowledge and understanding about what’s good quality movement and performance and what to do to improve it and make progressdeveloping knowledge and understanding about what’s good quality movement and performance and what to do to improve it and make progress developing understanding about how physical activity is part of healthy livingdeveloping understanding about how physical activity is part of healthy living Part 1

21. 30 March 2009 For reflection How well do you approaches to assessment support your curriculum?How well do you approaches to assessment support your curriculum? What could be even better?What could be even better? What might you need to change?What might you need to change?

22. 30 March 2009 What would make a powerful assessment system?

23. 30 March 2009 A powerful assessment system will… …focus on the learner’s needs rather than the school’s…focus on the learner’s needs rather than the school’s help develop successful learnershelp develop successful learners recognise strengths and areas for development and clearly identifies ways for the learner to progressrecognise strengths and areas for development and clearly identifies ways for the learner to progress reflect the learner’s needs and brings about attainment and progressreflect the learner’s needs and brings about attainment and progress encourage learners to take a central role in their own assessmentencourage learners to take a central role in their own assessment

24. 30 March 2009 A powerful assessment system will… value and profile a wide range of attitudes, dispositions and skills as well as achievements in subjectsvalue and profile a wide range of attitudes, dispositions and skills as well as achievements in subjects draw on a broad range of evidence, including beyond the schooldraw on a broad range of evidence, including beyond the school involve those that know the learner best- parents, peers, members of the wider communityinvolve those that know the learner best- parents, peers, members of the wider community

25. 30 March 2009 A powerful assessment system will… Link assessment to national standards forLink assessment to national standards for –consistency within and across schools –tracking progress –evaluating impact

26. 30 March 2009 A powerful assessment system will… …ensure a good rhythm of assessment with a proper and effective balance between:…ensure a good rhythm of assessment with a proper and effective balance between:

27. 30 March 2009 Some successful approaches Core tasks – build the notion of progression into curriculum design rather than assessment criteriaCore tasks – build the notion of progression into curriculum design rather than assessment criteria Develop a system of witnesses and celebrationDevelop a system of witnesses and celebration Focus on success and its development rather than relative failures and what is missingFocus on success and its development rather than relative failures and what is missing Use technologyUse technology Putting the learner at the heart of assessment

28. 30 March 2009 For reflection What could you do to improve the systems of assessment in your school / college?What could you do to improve the systems of assessment in your school / college? What could be even better?What could be even better? What needs to change?What needs to change?

29. 30 March 2009 What is your disposition in relation to assessment?