1. High School Department Development Day February 12, 2010

3. Parkway Mission & Vision

4. Me & the Parkway Mission After reading the district mission statement which feeling do you most identify with? –Excited –Nervous –Unsure –Sad Do you see yourself in the mission?

5. HPE Department Mission The Parkway Health and Physical Education Department is committed to preparing students to live healthy, productive, and physically active lives for the 21 st century. Our mission is to provide students with the knowledge, skills and attitudes necessary for living active, fit and healthy lives. Ultimately, it is our goal that our students will take personal responsibility for practicing good health habits and for engaging in regular physical activity, so as to develop them into students who are ready to learn today and prepared to be productive members of society tomorrow.

6. Me & the HPE Mission Do I see connections between Parkway Mission and the Health/PE Mission?Do I see connections between Parkway Mission and the Health/PE Mission? Do I identify with the HPE Mission?Do I identify with the HPE Mission? Do I keep the HPE Mission in mind during my daily planning? Unit planning? Yearly planning?Do I keep the HPE Mission in mind during my daily planning? Unit planning? Yearly planning?

7. Logic of Backward Design If the mission is…?If the mission is…? For learners to meet the standards…?For learners to meet the standards…? For learners to understand that…?For learners to understand that…? For learners to thoughtfully consider the essential questions…?For learners to thoughtfully consider the essential questions…? If learners are to know and be able to…?If learners are to know and be able to…? Then what evidence is needed?

8. UbD and the OCG Stage II: Assessment Evidence Part 2 of 3

9. Thinking Like An Assessor What evidence can show that students have achieved the desired results (Stage I)?What evidence can show that students have achieved the desired results (Stage I)? What assessment tasks and other evidence will anchor our curricular units and thus guide our instruction?What assessment tasks and other evidence will anchor our curricular units and thus guide our instruction? What should we look for to determine the extent of student understanding?What should we look for to determine the extent of student understanding?

10. Thinking Like An Assessor vs. Activity Designer ASSESSOR What would be sufficient and revealing evidence of understanding? Given the goals, what performance tasks must anchor the unit and focus the instructional work? What are the different types of evidence required by Stage I desired results? Against what criteria will we appropriately consider work and assess levels of quality? ACTIVITY DESIGNER What would be fun and interesting activities on this topic? What projects might students wish to do on this topic? What tests should I give, based on the content I taught? How will I give students a grade (and justify it to their parents)? How well did the activities work? How did the students do on the tests?

11. Three Basic Questions 1.What kinds of evidence do we need? 2.What specific characteristics in student responses, products, and performances should we examine? 3.Does the proposed evidence enable us to infer a student’s knowledge, skill, or understanding?

12. Stage II – Assessment Evidence Performance TasksPerformance Tasks Formative AssessmentsFormative Assessments Summative AssessmentSummative Assessment Common AssessmentsCommon Assessments

13. Assessment in Health/PE Performance Tasks (i.e., fitness plan, dance routine, safety plan, research paper)Performance Tasks (i.e., fitness plan, dance routine, safety plan, research paper) Formative (i.e., informal observations, skill tests, heart rate assessment, fitness assessment, self- assessments, peer assessments)Formative (i.e., informal observations, skill tests, heart rate assessment, fitness assessment, self- assessments, peer assessments) Summative Assessments (i.e., formal observations, fitness test, end of unit/course exams)Summative Assessments (i.e., formal observations, fitness test, end of unit/course exams)

16. Collecting Solid Evidence

18. Six Facets of Understanding ExplanationExplanation InterpretationInterpretation ApplicationApplication PerspectivePerspective EmpathyEmpathy Self-knowledgeSelf-knowledge

19. Authentic Performance Task is set in a scenario that replicates a real-world situation.Task is set in a scenario that replicates a real-world situation. Asks the student to “do” the subject.Asks the student to “do” the subject. Assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task.Assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task.

20. Authentic Performance Tasks Presents students with a problem;Presents students with a problem; Students develop a tangible product or performanceStudents develop a tangible product or performance Evaluative criteria and performance standards are appropriate to the task – and known by the students in advance.Evaluative criteria and performance standards are appropriate to the task – and known by the students in advance.

21. GRASPS Goal – The problem or challenge Role – Your job or assignment Audience – Your clients or target audience Situation – Unique challenges Performance – Product Standards – How the work will be judged

22. Constructing a Performance Task Scenario CLICK HERE

24. Sample Performance Task Fitness Plan Playing the role of a trainer at a health club, you will develop a fitness program, consisting of aerobic, anaerobic, and flexibility exercises, for a new client. The fitness plan needs to take into account the client’s lifestyle, age, activity level, and personal fitness goals. You will be given detailed descriptions of various clients.