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Authentic assessment of game performance: Combined

approaches leading to self-assessment

Tim Hopper PE352

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How do we get students actively involved in their learning?

• What does it look like?

• How does assessment affect student learning?

• What are alternative methods of assessment?

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Context of example in presentation

Aim of physical education is to encourage students to pursue an active lifestyle

Specific examples drawn from University performance and analysis classes in tennis (PE117 and PE461)

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In both PE117 and PE461 the assessment procedures culminate in a university grade.

Consider…• How can these examples be

transferred into other contexts?

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Overview of presentation

1. Four frames of assessment2. Game performance and the 4Rs3. Practical Examples4. Student responses5. Why do we assess?

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Assessment - Other/Self-Other/Self1. Grade based on teacher’s test and/or

judgment (Other decides)2. Grade based on student self-

assessment and judged by teacher(Self has input into judgment by Other)

3. Learning based on student self-assessment and supported by the teacher (Self decides guided by Others)

4. Self-initiated learning by students (Self decides working with Others)

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Theory of Games Teaching/Learning

Game performance combines tactical awareness for appropriate motor skill selection and motor skill execution*

1. Movement (off-the-ball)2. Skill selection3. Skill execution

*Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills : A tactical games approach. Champaign, IL: Human Kinetics.

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Anatomy of a game performance*

READ

RESPOND

REACT

RECOVER

Tactical AwarenessPlayer decision making

Off-the ball movementskill selection

then skill execution

On-the ballskill selection

then skill execution

Off-the ball movementskill selection

then skill execution

Recover

*Hopper. (2003). Four R's for tactical awareness: Applying game performance assessment in net/wall games. Teaching Elementary Physical Education, March, (In press).

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Castle game: Practical for 4Rs

See Articles section on Website http://www.educ.uvic.ca/Faculty/thopper/index.html

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“Other” decides (teacher)• Officiating rules exam* (graded)

(Closed) • Stroke analysis assignment* (graded)

(Structured teacher but Open-ended solution)

• Course log* (pass/fail) (Structured teacher but very open solutions)

[*http://www.educ.uvic.ca/Faculty/thopper/Web/PE117/index.html]

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Reflection

• Teacher knowledge valued• Student focused on finding our

what teacher values• Course log started to shift the way

content was organized - based on student program (teacher prep, kinesiology, leisure admin.) the detail and focus varied.

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“Self” has input into judgment by “Other” (teacher then peers, graded)

• Rubric assessment criteria

• “Other” as teacher then “Other” as peer

•Drives  

For more examples link to

http://www.educ.uvic.ca/Faculty/thopper/Web/PE117/index.html

Rating Area of play and Criteria Teaching Pointers Game Diagram

(1) Consistency

Short court Demonstrate the forehand and backhand stroke with correct grip and played sideways on, from partner hand feed. Hit 5 consecutive shots from partner feed. Performed in half size tennis court.

‘Shake hands’ grip – Palm on top of the handle {“Eastern” or “Western” grip).

Turn shoulders sideways to ball, turn hips.

Hit ball at waist knee height. Take racquet back early at hip height.

Watch ball at all times. Return to base behind service-line.

Play castle game changing grip. Play in service boxes rallying for 4, 6 and 8 shots in push-off game.

Half court Be able to change grip from a feed. Show movement and positioning in a game. Able to keep ball going in 10 shot rally.

As above, except: Single-handed backhand “Chopper” grip

– Palm turned to back of handle. Hip turn less. Racket taken back lower. Strike ball in hitting zone in front of body

(2) Consistency

& positioning

Full length court Perform shots with movement around the full court. Play coach and partner in game. Perform rally, changing grips, hitting both forehands and backhands. Target 20 shots. Double-handed.

Double Handed Grip – eastern forehand grip

plus other hand. Hip turn as with forehand. Strike ball ahead of leading foot.

Half length court with point starting after 6 backhands hit in a row. Full court with point starting after 4 backhands hit beyond the service-line.

(3)

Consistency &

positioning

Full length court Play with greater consistency. Handle high and low bouncing balls in the game. Personally hit 8 consecutive shots from competitive feed in full court on both forehand and backhand sides.

Use non-racquet hand to change grip. Always return racquet to ready position

after shot. Select shot and prepare early when

possible. Concentrate on the ball. Recover to base behind the base-line.

Half length court. 8 shot rally with partner or coach then play out the point. 3-ball feed hitting to pressing zones.

(4)

Consistency, placement & positioning

Full court Perform shots with movement around the full court. Play coach and partner in game. Perform co-op rally with partner changing grip hitting both forehand and backhands hitting to open half court area of the court. Target 16 shots.

Footwork, small steps. Play shot balanced, comfortable distance

from body. Use non-racquet hand to balance upper

body. Keep head down during stroke. High follow-through. Recover to cover target area

Play 5 game with point starting after a co-operative rally where a backhand and forehand drives are hit successfully in the game.

Drives Criteria

Rating Area of play and Criteria Teaching Pointers Game Diagram

(5) Consistency, placement, positioning

& spin

Full court Play with greater consistency. Handle high and low bouncing balls in the game. Covering a full court personally hit 10 consecutive shots from mixed feed to half court on both forehand and backhand sides using spin

Anticipate flight of ball. Move accordingly. Early preparation with racquet taken back

height going to hit ball. Bend knees.

10 shot competitive rally with ball hit to spaces with varying height. Play half court v whole court game winning points by using space in full court.

(6)

Placement Positioning

& spin

Full court – 3 ball feed Control depth and placement of shot in drills and game situations. Show ability to use spin to put pressure on an opponent in game. Hit (50%+) to the pressing zones beyond the service lines. Able to direct the ball across court or down the line.

Adjust height of ball clearance over net. Control pace of shot. Angle racquet face. Adjust timing of shot. Hit ball early to go

across court, or late to go down the line. Low to high and wrist action for spin

6 shot Rally to press zones. Co-op play cross-court or down-line game. Play 5 game after 4 shots rarely missing in first 4 shots.

(7) Placement Positioning

spin & power

Full court Ability to control your shots using spin (slice and topspin) on at least one side. Demonstrate good technique on drives. Footwork around the court should show anticipation and understanding of tactics. Use of spin/power to attack pressing zones with 75% success with pace and height variation.

Topspin – Hit from low to high. Slice – Hit from high to low. Brushing action under & over ball. Strokes with balance, control and follow-

through. Position according to shot and opponents

response Vary pace of stroke using back swing.

Rally in 5-game with spin to pressing zones. Take advantage of short balls or good length hits where opponent is forced back.

(8)

Placement Positioning

spin & power

Full court Demonstrate use of spin (slice and topspin) on both drives. Employ power in strokes effectively at the right time to win a point or make an opening (windows 1, 2 and 3). Create angles using spin and pace. Show correct positioning on court to play strokes based on opponent’s target & positioning.

Early preparation with shot selection Timing - Respond to speed of shot. Use whole body in stroke. Take ball on the rise when prepared early

to take time away from opponent. Move into court in response to anticipated

shot from opponent.

Play competitive points using the 3-point unforced error game. Vary height of shot for situation in game. Game score for both players adds up to 15+ points.

(9)

Full court Demonstrate effective instruction of peers in relation to their individual ability. Coach a 3-ball feed drill. Work with small groups or individuals to improve drives rating

Diagnose errors in strokes. Break sown elements of stroke to

simplify. Simple to gradually more complex

practices. Player understands how to improve.

Use appropriate drills and games to create the situation for pupil to improve use of drives in the game.

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Reflection

• Criteria set a progression for improvement

• The path to success was broken down and encouraged goal setting by students

• Students helped each other improve with highest level grade in a skill category achieved for coaching peers up one level.

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“Self” decides guided by “Others” (peers)

• Adapted game performance assessment instrument (GPAI)* - uses criteria based on how you play the game

• Modeled Authentic assessment - improved student performance in a game

• “In-process” assessment based on tactical awareness and skill execution in game play.*Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills : A tactical games approach. Champaign, IL: Human Kinetics.

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Criteria for game performanceGame Performance Components

1. Base – Recover to position behind or attacking opponent’s target area.

2. Decision Making - Read with anticipatory movement of moving-back to protect play area to then press/defend or moving-in to attack opponent’s response.

3. Cover – Respond with quick split-step preparation as opponent strikes the ball

4. Adjust – React to ball with weight-shift movement into shot execution.

5. Shot execution - Efficient performance of selected shot6. Support - Respond to partner receiving the ball by moving to a

position to receive/cover a pass/shot.

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READ

RESPOND

REACT

RECOVER

Tactical AwarenessPlayer decision-making

Off-the-ball movement skill

On-the-ballskill selection then execution

Off-the-ball movement skill

RECOVER

Tactical AwarenessPlayer decision-makingTactical AwarenessPlayer decision-making

Off-the-ball movement skill

Off-the-ball movement skill

On-the-ballskill selection then execution

On-the-ballskill selection then execution

Off-the-ball movement skill

Off-the-ball movement skill

RECOVER

Game performance and the 4Rs

Decision Making

Cover

Adjust

Base

Skill execution

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A Point…

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Skill

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Base

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Base

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Decision Making

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Decision Making

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Cover

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Cover

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Adjust

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Adjust

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Skill

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Skill

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Base

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Decision Making

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Cover

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Adjust

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Rest of Point

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Criteria for skill selection and execution

Skill Execution Criteria Rating Criteria

5 Showed effective tactical awareness by selecting and executing appropriate on-the-ball skill for the situation in the rally.

4 Showed good tactical awareness by selecting and mostly executing appropriate on-the-ball skill for the situation in the rally.

3 Showed tactical awareness by attempting the appropriate on-the-ball skill but ineffective execution due to poor positioning and/or shot preparation.

2 Showed inconsistent tactical awareness, at times attempting an inappropriate on-the-ball skill for the situation in the rally.

1 Showed a lack of tactical awareness with poor on-the-ball skill selection, erratic execution and inappropriate court positioning.

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Criteria for off-the-ball movement

Game Performance Criteria

Rating Criteria

5 Effective selection and execution of appropriate off-the-ball movement skill for the GPAI component (base, cover, adjust, support or decision making).

4 Generally good selection and execution of appropriate off-the-ball movement skill for the GPAI component (base, cover, adjust, support or decision making).

3 Not consistent selection and execution of appropriate off-the-ball movement skill for the GPAI component (base, cover, adjust, support or decision making).

2 Uncertain selection and execution of off-the-ball movement skill for the GPAI component (base, cover, adjust, support or decision making).

1 Not involved in the play of the game.

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Level 1Criteria recording for a point played

Point

Won () or

Lost (X)

Base

Decision

Cover

Adjust

Skill

Execution

1 5 2 5 3 5 4 x 5 5 x 4 6 4 7 x 3 8 x 3 9 x 3 10 4

11 x 3

12 4

13 x 4 5

14 4 4

15 x 3 4

W L

Total 7 8

(Mode Score)

5

(Mode Score)

4

(Mode Score)

3

(Mode Score)

4

(Mode Score)

4

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Level 2Judging each shot played

Won ()

or Lost (X)

Base

Decision

Cover

Adjust

Skill Execution

Shot

Points X or X or X or X or X or

1 2 3 4 5 6 7 x x 8 9 x x 10 x 11 12 x 13 x 14 x 15 x x 16 17 18 x x 19 x 20

W L 4 0 3 1 5 3 4 4 3 1 Total 6 4 100% 75% 62.5% 50% 75%

Key: “” Appropriate response. “X” Inappropriate response

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New IdeaCriteria and tally system

combinedSkill Execution

Point

Won () or

Lost (X)

Base

Decision

Cover

Adjust

X or

1 2 3 4 5 6 7 8 9 10

11

12

13

14

15

W L (Mode Score)

(Mode Score)

(Mode Score)

(Mode Score)

(Mode Score)

Total

No

tes

Game Performance Rating Criteria

5 Effective selection and execution of appropriate off-the-ball movement skill for the GPAI component (base, cover, adjust, support or decision making).

4 Generally good selection and execution of appropriate off-the-ball movement skill for the GPAI component (base, cover, adjust, support or decision making).

3 Not consistent selection and execution of appropriate off-the-ball movement skill for the GPAI component (base, cover, adjust, support or decision making).

2 Uncertain selection and execution of off-the-ball movement skill for the GPAI component (base, cover, adjust, support or decision making).

1 Not involved in the play of the game.

EXAMPLE

Skill Execution - Sending the ball back into the court to the appropriate target area-- striking the ball in the hitting zone and setting up for recovery.

Key: “” Appropriate response. “X” Inappropriate response

Skill Execution

Point

Won () or

Lost (X)

Base

Decision

Cover

Adjust

X or

1 4 x

2 5

3 4 x

4 x 3 x

5 x 4 x

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Seeing the 4Rs

Base Decision

Cover Adjust

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Reflection

• Students valued each other’s efforts

• Students learned to observe game performance as they realized how to READ game play

• READing led to the 4R’s cycle becoming more meaningful and automatic

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Comments from students

• After course grade was completed students were asked to comment on the game performance assessment instrument (GPAI) process. This is what they said…

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About GPAI assessment process

• “It’s a learning environment for both the player and coder, it also prepares you to become a better coach or teacher.”

• “Students realise that they are evaluated not in comparison to others, but rather in terms of individual improvement and not just skill performance.”

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Learning about Base

• “As a beginner I was unaware of my poor base. As soon as Kevin pointed it out there was an immediate improvement.”

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Learning Decisions Making

• “Before this class I never read the opponent’s response to my hit; I would just react. By figuring out whether the opponent is hitting forward or on their back foot I can stay at the baseline or move forward. This is making the game a lot easier and I’m winning a lot more points.”

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Learning to Cover and Adjust

• “Reviewing my GPAI form I was relieved to see that my base and decision-making were excellent…my game falls apart in the cover, adjust and skill execution portions. The reason is due to ‘split-stepping’ being a new idea to me.”

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Finally - Space for practicing“Self” decides working with

“Others”Attendance and participation:

Worth 12 marks equal to 12% of course marks. Failure to attend class will result in marks not be earned. Full attendance and participation will result in 10/12 of marks (approximate ½ mark for each class attended). Evidence of practice outside of class will make up the remaining 2/12 of marks for participation (approximate ½ mark for each practice session). Additional practice outside of class will be considered as make up for any absences from class. Students are required to register class attendance and practices before the class begins

(RECORD OF PARTICIPATION).

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Reflection• Participation assessment valued and made it an

expectation that students practiced outside of class

• Students felt they were treated like an adult - “make up if miss class.”

• Students saw it as a win/win situation - if they practiced it was acknowledged and would lead to better practical performance

• Recreational habit forming - Class of 24 (2001) only 2 practiced less than 4 times outside class with 8 practicing more than 8 times.

• Problem to find time with work commitments and course workload

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ConclusionProgressive assessment techniques that shift

responsibility from teacher to students.The GPAI values and diagnoses tactical play, it

helps students read game play cues which in turn helps them enjoy playing more.

Reading creates a reason for skill practice. In my experience students become more focused

on improving skills when they can play a game, can appreciate the play of a game.

I suggest that the combination of assessment tasks moved students towards becoming self-initiated learners of tennis.

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Why do we assess?• Help students to learn• Not discourage students from trying• Recognize how student improving

Combined Assessment methods• Teacher to students assessment

approaches led students of all ability levels to self-assess and take responsibility for their own development

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Discussion

Can this example be transferred to other activities?