ASSESSMENT 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 (PE teachers are always assessing – why?)

Evaluate = “judgement” Judging quality of work based on established criteria Assigning a value to represent that quality

“The primary purpose of assessment and evaluation is to improve student learning” (Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)

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 Capturing the moment – on the field, in the gym – immediate assessment, not at a later time Large number of students, all moving around, not in regular rows! Expectations – not a separate evaluation for each strand – they cross strands to connect them with knowledge/skill categories Ongoing assessment – year-long (e.g. active participation), across several units (e.g. locomotion using equipment – skiing, skating, obstacle courses) Single activity – e.g. short and long term effects of alcohol use and abuse Exceptionalities – altering equipment – longer handle, smaller ball Increasing size of target - decreasing distance required to perform the skill - providing physical assistance - involve the student in this process

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 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 Specific expectations Refer to curriculum document page 17 read examples

Achievement Levels Level 1 – below standard Level 2 – approaching standard Level 3 – Provincial standard Level 4 – achievement above standard

Knowledge and Skills Categories 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” These categories are mandatory for assessment and evaluation!

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 instrument will the teacher/student use to collect the evidence?): Assessment scales (rubric) Marking scheme Target/wheel Observation checklist Conisder: Range of evidence which matches the expectations, knowledge and skill categories The different ways students demonstrate their learning (e.g orally, kinesthetic, writing, etc.) The student’s developmental physical, emotional, social stages The student’s exceptionalities Teaching strategies and assessment tasks that allow students to demonstrate Level 4 performance

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

Designing Assessment Tasks Focus on essential learnings (overall expectations), group specific expectations Determine the knowledge/skill category for each by examining the verb What evidence is required? – use a variety of assessment tasks to gather evidence Provide students with clear targets, opportunities to meet expectations Use Achievement level descriptors as a guide for gathering evidence If you look at each specific expectation, you will go nuts trying to plan your program!!! Group expectations that are naturally connected - possibly integrated across strands Match the assessment tasks to individual student interests, background experiences, and abilities

Matching Assessment Tasks Connect the learning expectations to the Knowledge/skills categories and the descriptors in the Achievement levels in “The Ontario Curriculum” (page 9) Expectations – content for learning Achievement Levels – how well the student has achieved the expectations Go to hyperlink The 3 strands provide the content for learning (Healthy Living, Fundamental Movement skills, Active Participation) The Achievement levels describe how well the student has achieved the curriculum expectations. This requires looking at the students’ performance through the window of the Knowledge and skills categories. (understanding of concepts, movement skills, active participation, communication of required knowledge) The knowledge and skills categories frame the important processes - physical skills and thinking skills The verbs used in the expectations should prompt the teacher to make the connection to the appropriate knowledge/skills category. Go to next slide for verbs…

Verbs Linked to Knowledge/Skills Categories Understanding of concepts: identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine

Verbs Linked to Knowledge/Skills Categories Movement Skills: dribble, throw, kick, send, pass, balance, perform, dismount, jump, move, travel, bounce, demonstrate, combine, hit, stop, grip, hang, use

Verbs Linked to Knowledge/Skills Categories Communication of Required Knowledge: explain, describe, communicate, discuss, present, suggest

Verb Linked to Knowledge/Skills Categories Active Participation use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement, improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor

STEP #3: Recording the Evidence create a separate recording chart for each Knowledge/Skills category (e.g. Understanding of Concepts, Movement Skills, Active Participation, Communication of required knowledge) OPHEA Documents provide lots of great samples! Refer to samples in handout

Recording of Evidence Chart Knowledge/Skills Category Level criteria Students names Expectations Topics/Units

Step # 3 – continued… Include descriptors (page 9) Include expectations relating to that category Indicate the topics/units where students have opportunities to demonstrate their learning, but REMEMBER…….

Step # 3 continued…. Some expectations may be demonstrated in a variety of units (e.g. locomotion) Units or topics will relate to the program you develop (e.g. basketball, capture the flag, dodge ball, etc.) Some expectations will require year long assessment (e.g. fair play, participation, etc.) Some expectations will be most appropriately addressed in only one topic or unit (e.g. healthy eating)

Step #3, continued… Transfer the evidence from the assessment tools (rubrics, self, peer, teacher, etc.) to the recording charts Record the appropriate Achievement level (1, 2, 3, 4)

Step # 4: Evaluating… Making a Judgement This involves determining the HIGHEST MOST CONSISTENT LEVEL of achievement A weighting factor should be considered for each Knowledge/Skills category, taking into consideration QUANTITY, TIME, and QUALITY Assessment involves gathering information, evaluation requires teachers to make judgements related to the evidence they have collected. They weigh the evidence against the 4 levels of achievement.

QUANTITY Weighting based on the number of expectations assessed within each category (Active participation carries the most expectations at all elementary grade levels)

TIME Weighting based on the amount of time spent throughout the term/year for the student to demonstrate learning expectation(s).

QUALITY Weighting based on tasks that provide a richer indication of students’ ability. Example – open-ended decision-making task applied to a scenario is far richer than outlining the decision-making steps on a quiz.

Step # 5: Completing the Provincial Report Card Letter or percentage grade Anecdotal comment describing the student’s strengths, weaknesses and steps for improvement Report on learning skills Learning skills section of the report card - all subjects and in other behaviour at school, use E (excellent), G (good), S (satisfactory), N (needs improvement) Set up your record sheet to facilitate completion of the Learning skills section. Make multiple observations before determining the highest most consistent level.

The Provincial Report Cards Elementary Report Card Grade 1-6 Elementary Report Card Grade 7-8 Secondary Report Card

Learning Skills Independent Work Initiative E Homework Completion Use of information G Cooperation with others Conflict resolution S Class participation Problem solving N Goal setting

SECONDARY LEARNING SKILLS Subject:______________________Grade:__________Reporting Period:__________ Learning Skill Works Independently Teamwork Organization Work Habits/Homework Initiative Date Key: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement Name: 1 2 3 4 5 6 7 8 9 10

Entering the Grade Translate the student’s highest most consistent level from your recording page Translate that level into a letter or percentage grade View process as moving from 4 point scale to 12 point scale Refer to handout

Provincial Guide for Grading Level 4 A+ 90-100 A 85-89 A- 80-84 Level 3 B+ 77-79 B 73-76 B- 70-72 Level 2 C+ 67-69 C 63-66 C- 60-62 Level 1 D+ 57-59 D 53-56 D- 50-52 R (Below 50) R Below 50

Anecdotal Comments Describe the student’s strengths and weaknesses in relationship to the four Knowledge/skills categories Describe the student’s achievement rather than simply listing the curriculum taught Be clear, concise, and consistent with level of achievement Describe the “next steps”, giving concrete suggestions for parent and student Anecdotal Comments: Use words that are: Free from jargon, appropriate amount of detail, consistent with level of achievement Clear message related to achievement

Source: Getting Assessment Right: Health and Physical Education Grades 1-8 By: Sue Amos and Susan Orchard Data Based Directions Quality Resources for Educators www.databdirect.com Show the book!!!!

TO ASSESS AND EVALUATE HEALTH AND PE!!!!! GOOD LUCK! NOW YOU ARE READY…. TO ASSESS AND EVALUATE HEALTH AND PE!!!!! GOOD LUCK!