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 TRANSFORMATIONAL LEARNING

What are we trying to do? Transform practice to Improve Learning

Modernisation or Transformation?

Transformational Learning Incremental learning Learning to learn / meta-cognition Epistemic

ASSESSMENT FOR improvement Promote the purpose of assessment ASSESSMENT FOR improvement

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 Cognitive, Affector and Psychomotor domains

Ways of Looking: Head – Heart – Hands The thinking physical being: Decision maker Analytical – deep understanding Confident The social & emotional physical being: Involvement and engagement Attitude Character, values Healthy active lifestyle The doing physical being: Physically competent Growth and development Physically Active Competitive The doing physical being: Physically competent Growth and development Physically Active Competitive

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 COMPELLING CURRICULUM Learning alignment ADVANCING ASSESSMENT love of learning POWERFUL PEDAGOGY 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 Social & Emotional - Heart KS1 Doing - Hands KS1 Thinking - Head KS1 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 Work individually and with others 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 Social & Emotional - Heart KS2 Doing - Hands KS2 Thinking- Head KS2 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 Contexts: Competitive games; dance; outdoor and adventurous activity challenges; different physical activities and sports; individual and team; swimming (if not scheduled in KS1).

KS3 Social & Emotional - Heart KS3 Doing - Hands KS3 Thinking - Head KS3 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 Social & Emotional - Heart KS4 Doing - Hands KS4 Thinking - Head KS4 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

Men’s high jump world record Western roll Straddle Fosbury flop

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 Frapwell andrew@afTLC.com www.afTLC.com 07803 603450