1. Principles of quality assessment
Assessment and reporting within an A-E framework
This workshop / online course was born from the multiple questions that I have got over the last year or so about how do we assess HPE given that the content is in two-year bands and it is often taught by two different teachers.

2. What is my why?
Pick a picture intro … Introduce yourself, where you are from, your role and your why you are here?
For me … The reality is that we make assessment and reporting much more complicated than it needs to be. So today I’m going to show you how to keep it simple stupid

3. Quick quiz
The Health and Physical Education curriculum has been developed in 7 band levels – False
The achievement standards describe what an A grade student should typically be able to understand and do at the end of a band level – False
You can assess participation and effort as part of a student’s Health and Physical Education grade – False
A student in Year 5 can not get an A because the achievement standard describes performance at the end of Year 6 – False
All students must complete the same tasks in order to make assessment fair and consistent – False
All assessment tasks should be marked with an A-E grade – False
So as you can see there are quite a few misconceptions about assessment and reporting. Hopefully by the end of today we will have busted some of these myths and you will walk away with a much better understanding of what the assessment and reporting requirements are in your school.
So let’s quickly set the context for assessment and reporting in Health and Physical Education. These are the cornerstone assumptions that inform the strategies and processes that we will be working through today.

4. Heads (true) or tails (false)
If a student fails to bring their uniform for PE on the majority of occasions they can’t achieve a C or higher in HPE.
A student in Year 3 can’t achieve an A as they would have nowhere to go in Year 4.
Only students who are accomplished sports people could achieve an A in HPE.

5. Heads (true) or tails (false)
You can assess students on effort and participation in HPE.
If a student is always getting into conflicts with peers in class they can’t score a C or above.
Every student must do the same task if it counts towards their report grade.

6. A-E within the context of Health and Physical Education
A step-by-step process

7. Step 1: identify the understanding and skills that are the focus of your unit

9. Identifying curriculum expectations
Understanding / Skills
Achievement standard
Content
practise and refine specialised movement skills
develop their understanding of strategies and movement concepts
understand how the concepts and strategies can be transferred to other games and sports
(including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

10. Step 2: identify elements of the achievement standard that address the understanding and skills you are teaching

11. Identifying curriculum expectations
Understanding / Skills
Achievement standard
Content
practise and refine specialised movement skills
demonstrate control and accuracy when performing specialised movement sequences and skills.
develop their understanding of strategies and movement concepts
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes
understand how the concepts and strategies can be transferred to other games and sports
apply movement concepts and refine strategies to suit different movement situations
(including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

12. Step 3 - Aligning content to achievement standards and understanding and skills

13. Interpreting the standards
continuum of development
read in conjunction with content
describes typical level of achievement

15. Identifying curriculum expectations
Understanding / Skills
Achievement standard
Content
practise and refine specialised movement skills
demonstrate control and accuracy when performing specialised movement sequences and skills.
 ACPMP080
ACPMP087
develop their understanding of strategies and movement concepts
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes
ACPMP082
ACPMP084
ACPMP088
understand how the concepts and strategies can be transferred to other games and sports
apply movement concepts and refine strategies to suit different movement situations
(including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

16. Step 4: Translating to learning goals
(including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

17. Translating to learning expectations
Understanding / Skills
Achievement standard
Content
Learning
goals
practise and refine specialised movement skills
demonstrate control and accuracy when performing specialised movement sequences and skills.
 ACPMP080
ACPMP087
KNOW: how to analyse their own performance and how to use feedback to refine their football skills
develop their understanding of strategies and movement concepts
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes
ACPMP082
ACPMP084
ACPMP088
UNDERSTAND: explain and justify the movement concepts and strategies selected in different game situations
understand how the concepts and strategies can be transferred to other games and sports
apply movement concepts and refine strategies to suit different movement situations
 DO: select strategies that have been successful before and implement them in different game situations

18. Questions?

19. A-E within the context of Health and Physical Education
Session 2

20. Step 5: Planning to assess learning and to report to parents

21. What do you currently assess and report?
Source:

22. Make a judgement about student achievement
Aqua 8
Task 1
Task 2
Essay
Book
Test
Group task
Anderson Joel D C 12 
21.5
Beattie Sam B A 18 25
Venuti Stefan 15
Poor/ needs
attention 20
At report time we need to transfer this information and convert it into a single grade that represents a fair assessment of a students overall level of understanding and skill in your subject.
The critical thing is to ensure you have collected and recorded the right information to ensure that the grade you come up with actually reflects what the students know and can do.
We have some amazing ways of transferring this markbook information into an A-E grade or whatever the scale is you are using.
I think if we do some critical thinking about how we actually do this at the point when we are deciding what to record we can make our jobs so much easier.
Similarly, you really know at the end of a stage or a year lots of information about what students know and can do. Most teachers would be able to put students in categories of working at a satisfactory level, above satisfactory or below satisfactory ( and this is based primarily on natural intuition and professional experience) The problem comes with over-formalised assessment programs where the student did poorly in a number of set written tasks yet you know they work at a much higher level than what is reflected in their assessment tasks. What do you do. The answer – ensure your assessment processes acknowledge the flexibility catered for in the 7-10 program and reflect on that main underlying philosophy – to be fair to all students. The bottom line is that the grade the student gets must accurately reflect what they know and can do.
To get to this end product.
Anderson Joel
Beattie, Sam
Venuti Stefan
One Grade
in Class/Semester
Assessment of Learning

23. Assessment as an integral part of learning
What learning activities, tasks or performances will provide students with an opportunity to demonstrate evidence of their learning?

24. What constitutes evidence? (assessment tools)
work samples
practical performances
group presentations
group and class discussions
responses to questions
observations of students working
in-class tasks
tests
take home assignments

25. Considerations when selecting assessment tools
time efficiency (both the students’ time and yours)
reliability within a class
consistency of judgement across classes
We will look much more closely at these considerations in terms of your own programs in the next workshop.

26. Evidence of learning
analysing video playback of their own performance of and describing changes they would make
explaining and justifying the movement concepts and strategies selected in the different game situations
explaining and demonstrating the similarities of strategies used in different games and how they can be transferred to new movement situations
showing or explaining to others the approach they could take to gain or maintain possession in games
adopting roles that support and enhance successful game outcomes

27. Recording evidence

28. Step 6: Reporting on levels of achievement

29. Tas A-E statements
A indicates that a student is performing well above the standard expected
B indicates that a student is performing above the standard expected
C indicates that a student is performing at the standard expected
D indicates that a student is approaching the standard expected
E indicates that a student is performing below the standard expected.

30. Unpacking achievement in HPE
Approaching the standard (D)
At standard (C)
Above the standard (B)
 interpret basic feedback and use it to refine their kicking and passing skills
analyse their own performance and use feedback to refine their football skills
 analyse their own and others’ performances and can provide constructive feedback to enhance performance
provides simple arguments to justify the choice of strategies selected in a narrow range of game situations
explaining and justifying the movement concepts and strategies selected in different game situations
Provides clear explanations and justifies decisions made in a range of different games about the strategies selected
Transfers some basic strategies to games in similar categories 
 selecting strategies that have been successful before and implementing them in different game situations
 evaluates the success of selected strategies and proposes alternative strategies for greater success
Break groups into band levels and each group selects 3 achievement standard elements and 3 focus areas
For each element they have to select one of the focus areas and describe what working at the standard would look like for that focus area.
CHECK TO SEE IF THIS WORKS
Provide multiple ways of engaging with the standards – QR codes to open work sample portfolios, link to a spreadsheet to type directly into document,

31. Exploring levels of achievement
ACARA work samples
Queensland standard elaborations

32. Questions?

33. Want info or resources?