PDHPE K-6 Using the syllabus for consistency of assessment © 2006 Curriculum K-12 Directorate, NSW...
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Transcript of PDHPE K-6 Using the syllabus for consistency of assessment © 2006 Curriculum K-12 Directorate, NSW...
PDHPE K-6
Using the syllabus for consistency of assessment
© 2006 Curriculum K-12 Directorate, NSW Department of Education and Training
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
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 PDHPEWhat 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.