1. ASSESSMENT IN PHYSICAL EDUCATION
What, When, How?

2. 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?)

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

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

5. 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

6. 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

7. 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

8. Step #1. The Ontario Curriculum
Curriculum Goal #1: Comprehension
Curriculum Goal #2: Commitment
Curriculum Goal #3: Capacity

9. 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.”

10. Goal #2: Commitment
“Students will develop a personal commitment to daily vigorous physical activity and personal health behaviours.”

11. Goal #3: Capacity
“Students will develop the basic movement skills they require to participate in physical activities throughout their lives.”

12. STRANDS IN H & PE

13. Active Participation Physical Activity Physical Fitness Living Skills
Safety

14. Fundamental Movement Skills
Locomotion
Manipulation
Stability
(all integrating movement principles of relationships, space awareness, effort, body awareness)

15. Healthy Living Healthy Eating Growth and Development
Personal Safety/Injury Prevention
Substance Use and Abuse

16. Curriculum Expectations
Overall expectations
Specific expectations
Refer to curriculum document page 17 read examples

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

18. 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!

19. 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

20. 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

21. 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

23. 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

24. 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…

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

26. 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

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

28. 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

29. 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

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

31. 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…….

32. 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)

33. 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)

36. 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.

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

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

39. 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.

42. 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.

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

44. 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

45. 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

46. 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

47. Provincial Guide for Grading
Level 4 A A A
Level 3 B B B
Level 2 C C C
Level 1 D D D
R (Below 50) R Below 50

48. 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

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

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