What is assessment? …..the process of identifying, gathering and interpreting information about students’ learning. The purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning.
Assessment involves: the judgement of students against a standard, not other students making judgements about students achievement against the outcomes, based on evidence collected over time.
Outcomes achieved… and outcomes to be achieved Outcomes to be achieved Teaching and learning experiences Indicators The teaching and learning cycle
Why assess? To enhance student learning To evaluate the effectiveness of PDHPE programs To provide information for reporting student achievement
Planning to assess Planning ensures that assessment and reporting are manageable and maximises the usefulness of the strategies selected
Planning to assess Five key points: 1.Syllabus outcomes and content are identified. 2.Teaching and learning activities are programmed. 3. A decision is made concerning which teaching and learning activities will provide good assessment information. 4.A manageable range of assessment strategies are then selected. 5.At the end of teaching/learning period, the teacher makes a judgement using the evidence collected to make a decision.
Schools plan assessment so that: -students can demonstrate achievement for the relevant stage of learning -valid and reliable assessment strategies are used -assessment processes are time efficient and manageable (Getting the balance right DET, 2005) What are our policy guidelines for assessment?
What is good assessment practice? Embedded in teaching and learning activities Is fair and valid Is inclusive of all learners Provide opportunities for students to demonstrate what they know and can do Explicit quality criteria
Activity What do you currently do to assess learning in PDHPE? How do you collect evidence? Share your ideas and strategies with the group.
Evidence We can collect evidence from: Student work in progress Products of student work over time Ongoing teacher anecdotal notes Planned assessment activities Overall professional judgements
What constitutes evidence: where do you get it? Observations Anecdotal records (e.g. spotlighting) Skills observation Performance assessment Peer assessment Self assessment Focused questioning Observation grids Student presentations Student performances Work samples
Assessing in PDHPE What parts of the syllabus do you currently draw on to inform your planning, teaching and assessment? Syllabus outcomes – Knowledge and understanding, skills, values and attitudes. These are descriptive statements of achievement for each stage of learning and are based on the content of the syllabus. These are descriptions of what students will know and be able to do as a result of participating in PDHPE programs Foundation statements are an overall description of student achievement that is typically expected at the end of a stage.