Assessment Early Years PE

MPESAFall ConferenceSeptember 18-20, 2013

7 steps Assessment FOR Learning

•explain purpose•show samples•set and use criteria•self-assessment•set goals•collect evidence•communicate

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Anne Davies

Start with an Analogy

Packing a parachute course analogy:

Student A - initial high scores, but scores drop as the course goes onStudent B - erratic assessment scores throughout the courseStudent C – poor assessment scores to begin with but by the third term could successfully pack a parachute.

Which student would you want to pack your parachute?

Student C failed the course if scores were tallied, the two others passed.

So then we must ask:

When should we evaluate?

What might be the result of evaluating too early?

How do we know if we are evaluating the right things?

Assessment for Learning involves:

Checking to see what has been learned and what needs to be learned next.

Assessing specific, and descriptive feedback in relation to criteria that is focused on improvement.

Participation by the student – the person most able to improve the learning.

Anne Davies

Assessment for learning is used to collect information that will inform the teacher’s next teaching steps and the student’s next learning steps.

Students need descriptive feedback along the way – they need to know how they are doing in relation to set criteria.

This is easy to do in PE…

I like the way you are stepping with the opposite foot, thank you for including others in your group… Can you think of others?

When we involve students in shaping their learning, they are more likely to:

•Understand what is expected of them

•Access prior knowledge

•Have some ownership over making it happen

•Be able to give themselves descriptive feedback as they are learning

•Give information that teachers need to adjust their teaching

Anne Davies

Explain the Purpose

What do I want my students to learn?

What are the learning outcomes?

When teachers and students know where they are going they are more likely to achieve success.

When students know what they are supposed to be learning, they can self monitor, make adjustments, and learn more.

This can take many forms in PE…Anne Davies

Show Samples

When descriptions of what needs to be learned are accompanied by samples that show what success looks like, students begin to be informed enough to make choices that help their learning.

“What do you want?” says a student.What will it look like when I’ve learned it?

“What does excellence look like?” wonders the teacher.

When students analyze samples, they begin to understand what student work looks like at different points on its way to the standard.

Turn and talk…What would be samples in a PE class? When can samples be presented?

Anne Davies

Setting and Using Criteria

When using samples to develop criteria, students first examine the samples and list the important features.

Teacher records student’s ideas on a brainstormed list, and may also add to the list. Can be an ongoing, multi-grade/class list.

Can be rubric style, what does a 4 look like, 3… or about a particular assignment or task i.e. gymnastics routine etc.

Sort and categorize the list.

Make and post a T-Chart.

Use, revisit and revise criteria.

Anne Davies

Anne Davies

Brainstorm ideas *Start with outcomes*What am I looking for?*What should I notice?*What counts?*What does it look like, sound like?*I noticed / you noticed

Sort and Categorize*What are the big ideas? (These are your criteria)*Put details beside big ideas (what students came up with from brainstorming)

Active Participation – General Fitness Activities

Criteria Details

Being Active

Being Safe

Best Effort

Do the warm-upPlay the gamesPerform all fitness tasksWork up a sweatKeep moving**

Perform skills within own limitsUse correct techniqueStay on taskTake your time**

Challenge yourselfDo more than last timeTry your hardest**

Your challenge is to set criteria and make a t-chart for:

Group 1Fitness – Heart Rate Monitoring

Group 2Fitness – Active Participation (Aerobic Capacity)

Group 3Movement – Acquisition of Movement Skills - Throwing and Catching

Group 4 Gymnastics Routine

Group 5Officiating a game

Anne Davies

Self - Assessment

When students assess themselves, they develop insights into their own learning.

Ask students to check for understanding:•Pause and think•Look for proof of their learning•Make connections to criteria •Compare, notice, check

Active Participation – General Fitness Activities

Met / Not Yet MetCriteria Details M NYM

Being Active(A)

Being Safe(S)

Best Effort(E)

Do the warm-upPlay the gamesPerform all fitness tasksWork up a sweatKeep moving**

Perform skills within own limitsUse correct techniqueStay on taskTake your time**

Challenge yourselfDo more than last timeTry your hardest**

Active Participation – General Fitness ActivitiesAcronyms

Criteria Details

Being Active

Being Safe

Best Effort

Do the warm-upPlay the gamesPerform all fitness tasksWork up a sweatKeep moving**

Perform skills within own limitsUse correct techniqueStay on taskTake your time**

Challenge yourselfDo more than last timeTry your hardest**

A

S

E

Fitness Assessment Criteria Posters

Movement Assessment Criteria

Anne Davies

Assess without putting a mark on paper!

•Met / not met (I noticed)•Performance Grid (Rubric)•Acronyms•Next steps (basic movement skills, put an “O” to represent opposite foot

Collect Evidence

TriangulationThree general sources of assessment evidence

•Observations of learning•Products students create•Conversations – discussing learning with students

When evidence is collected from three different sources over time, trends and patterns become apparent, and the reliability and validity of our assessment is increased.

Anne Davies

Aerobic CapacityActive Participation

Accept and Include Others

Striking

Self Assessment

Thank you for participating!