Principles of quality assessment Assessment and reporting within an A-E framework This workshop / online course was born from the multiple questions that I have got over the last year or so about how do we assess HPE given that the content is in two-year bands and it is often taught by two different teachers.

What is my why? Pick a picture intro … Introduce yourself, where you are from, your role and your why you are here? For me … The reality is that we make assessment and reporting much more complicated than it needs to be. So today I’m going to show you how to keep it simple stupid https://trustworks.files.wordpress.com/2013/08/complicated.jpg

Quick quiz The Health and Physical Education curriculum has been developed in 7 band levels – False The achievement standards describe what an A grade student should typically be able to understand and do at the end of a band level – False You can assess participation and effort as part of a student’s Health and Physical Education grade – False A student in Year 5 can not get an A because the achievement standard describes performance at the end of Year 6 – False All students must complete the same tasks in order to make assessment fair and consistent – False All assessment tasks should be marked with an A-E grade – False So as you can see there are quite a few misconceptions about assessment and reporting. Hopefully by the end of today we will have busted some of these myths and you will walk away with a much better understanding of what the assessment and reporting requirements are in your school. So let’s quickly set the context for assessment and reporting in Health and Physical Education. These are the cornerstone assumptions that inform the strategies and processes that we will be working through today.

Heads (true) or tails (false) If a student fails to bring their uniform for PE on the majority of occasions they can’t achieve a C or higher in HPE. A student in Year 3 can’t achieve an A as they would have nowhere to go in Year 4. Only students who are accomplished sports people could achieve an A in HPE.

Heads (true) or tails (false) You can assess students on effort and participation in HPE. If a student is always getting into conflicts with peers in class they can’t score a C or above. Every student must do the same task if it counts towards their report grade.

A-E within the context of Health and Physical Education A step-by-step process

Step 1: identify the understanding and skills that are the focus of your unit

Sample units of work

Identifying understanding and skills Understanding / skills Achievement standard Content Understand the recommendations for physical activity and sedentary behaviour Understand link between being active and being healthy and well Make plans to be more active at school (including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

Step 2: identify elements of the achievement standard that address the understanding and skills you are teaching

Identifying curriculum expectations Understanding / skills Achievement standard Content Understand the recommendations for physical activity and sedentary behaviour Students interpret health messages and discuss the influences on healthy and safe choices. Understand link between being active and being healthy and well Students understand the benefits of being healthy and physically active Make plans to be more active at school Students use decision making and problem solving skills to select and demonstrate strategies that help them stay safe, healthy and active. (including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

Step 3 - Aligning content to achievement standards and understanding and skills

Interpreting the standards continuum of development read in conjunction with content describes typical level of achievement

Identifying curriculum expectations Understanding / skills Achievement standard Content Understand the recommendations for physical activity and sedentary behaviour Students interpret health messages and discuss the influences on healthy and safe choices. ACPPS039 ACPMP046 Understand link between being active and being healthy and well Students understand the benefits of being healthy and physically active ACPPS036 ACPMP046 Make plans to be more active at school Students use decision making and problem solving skills to select and demonstrate strategies that help them stay safe, healthy and active. (including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

Step 4: Translating to learning goals

Understanding / skills Achievement standard Content Learning Goals Understand the recommendations for physical activity and sedentary behaviour Students interpret health messages and discuss the influences on healthy and safe choices. ACPPS039 ACPMP046 Know: physical activity and sedentary behaviour recommendations Understand link between being active and being healthy and well Students understand the benefits of being healthy and physically active ACPPS036 ACPMP046 Understand: strategies for reducing sitting / sedentary time and increasing physical activity levels Make plans to be more active at school Students use decision making and problem solving skills to select and demonstrate strategies that help them stay safe, healthy and active. Do: create physical activities that they can play with friends in the playground or at home. (including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

Questions?

A-E within the context of Health and Physical Education Session 2

Step 5: Planning to assess learning and to report to parents

What do you currently assess and report? Source: https://leachlegacy.ece.gatech.edu/abbeville/misc/ReportCard.jpg

Make a judgement about student achievement Aqua 8 Task 1 Task 2 Essay Book Test Group task Anderson Joel D C 12  21.5 Beattie Sam B A 18 25 Venuti Stefan 15 Poor/ needs attention 20 At report time we need to transfer this information and convert it into a single grade that represents a fair assessment of a students overall level of understanding and skill in your subject. The critical thing is to ensure you have collected and recorded the right information to ensure that the grade you come up with actually reflects what the students know and can do. We have some amazing ways of transferring this markbook information into an A-E grade or whatever the scale is you are using. I think if we do some critical thinking about how we actually do this at the point when we are deciding what to record we can make our jobs so much easier. Similarly, you really know at the end of a stage or a year lots of information about what students know and can do. Most teachers would be able to put students in categories of working at a satisfactory level, above satisfactory or below satisfactory ( and this is based primarily on natural intuition and professional experience) The problem comes with over-formalised assessment programs where the student did poorly in a number of set written tasks yet you know they work at a much higher level than what is reflected in their assessment tasks. What do you do. The answer – ensure your assessment processes acknowledge the flexibility catered for in the 7-10 program and reflect on that main underlying philosophy – to be fair to all students. The bottom line is that the grade the student gets must accurately reflect what they know and can do. To get to this end product. Anderson Joel Beattie, Sam Venuti Stefan One Grade in Class/Semester Assessment of Learning

Assessment as an integral part of learning What learning activities, tasks or performances within your existing unit..... will provide students with an opportunity to demonstrate evidence of their learning?

What constitutes evidence? (assessment tools) work samples practical performances group presentations group and class discussions responses to questions observations of students working in-class tasks tests take home assignments

Considerations when selecting assessment tools time efficiency (both the students’ time and yours) reliability within a class consistency of judgement across classes We will look much more closely at these considerations in terms of your own programs in the next workshop.

Evidence of learning researching the recommended times for daily physical activity and daily sitting/sedentary behaviour proposing ways to increase their level of activity at school and at home describing the positive feelings associated with participation in physical activities designing a new active game that can be played in the playground or at home with friends teaching their game to the class and explaining how it increases physical activity and improves health.

Recording evidence

Step 6: Reporting on levels of achievement

Tas A-E statements A indicates that a student is performing well above the standard expected B indicates that a student is performing above the standard expected C indicates that a student is performing at the standard expected D indicates that a student is approaching the standard expected E indicates that a student is performing below the standard expected.

Approaching the standard (D) At standard (C) Above the standard (B) identifies only some elements of the recommendations identifies the recommended times for daily physical activity and daily sitting explains the importance of meeting the recommendations for daily physical activity identifies a simple way to increase their activity levels with teacher guidance proposes ways to increase their level of activity at school and at home proposes a wide range of realistic ways to increase physical activity at home and at school provides a basic description or identification of a feeling associated with participation describes the positive feelings associated with participation in physical activities describes a range of feelings including physical and emotional feelings that are associated with participation  needs extensive guidance to design a new game or makes very minor modifications to an existing game designs a new active game that can be played in the playground or at home with friends  shows initiative in the group to lead the design process for creating a new and innovative game  lacks confidence presenting to the class and provides a very basic explanation of how the game can increase physical activity teaches the class their game and explain how their game increases physical activity and improves health  shows leadership in teaching the game to the class and provides a detailed explanation for how it improves health

Exploring levels of achievement ACARA work samples http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1 Queensland standard elaborations https://www.qcaa.qld.edu.au/p-10/aciq/standards-elaborations/p-10-hpe

Questions?

Want info or resources? Email: janice@janiceatkin.com