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

Identifying curriculum expectations Understanding / Skills Achievement standard Content practise and refine specialised movement skills develop their understanding of strategies and movement concepts understand how the concepts and strategies can be transferred to other games and sports (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 practise and refine specialised movement skills demonstrate control and accuracy when performing specialised movement sequences and skills. develop their understanding of strategies and movement concepts   investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes understand how the concepts and strategies can be transferred to other games and sports apply movement concepts and refine strategies to suit different movement situations (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 practise and refine specialised movement skills demonstrate control and accuracy when performing specialised movement sequences and skills.  ACPMP080 ACPMP087 develop their understanding of strategies and movement concepts   investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes ACPMP082 ACPMP084 ACPMP088 understand how the concepts and strategies can be transferred to other games and sports apply movement concepts and refine strategies to suit different movement situations (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 (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

Translating to learning expectations Understanding / Skills Achievement standard Content Learning goals practise and refine specialised movement skills demonstrate control and accuracy when performing specialised movement sequences and skills.  ACPMP080 ACPMP087 KNOW: how to analyse their own performance and how to use feedback to refine their football skills develop their understanding of strategies and movement concepts   investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes ACPMP082 ACPMP084 ACPMP088 UNDERSTAND: explain and justify the movement concepts and strategies selected in different game situations understand how the concepts and strategies can be transferred to other games and sports apply movement concepts and refine strategies to suit different movement situations  DO: select strategies that have been successful before and implement them in different game situations

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 ..... 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 analysing video playback of their own performance of and describing changes they would make explaining and justifying the movement concepts and strategies selected in the different game situations explaining and demonstrating the similarities of strategies used in different games and how they can be transferred to new movement situations showing or explaining to others the approach they could take to gain or maintain possession in games adopting roles that support and enhance successful game outcomes

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.

Unpacking achievement in HPE Approaching the standard (D) At standard (C) Above the standard (B)  interpret basic feedback and use it to refine their kicking and passing skills analyse their own performance and use feedback to refine their football skills  analyse their own and others’ performances and can provide constructive feedback to enhance performance provides simple arguments to justify the choice of strategies selected in a narrow range of game situations explaining and justifying the movement concepts and strategies selected in different game situations Provides clear explanations and justifies decisions made in a range of different games about the strategies selected Transfers some basic strategies to games in similar categories   selecting strategies that have been successful before and implementing them in different game situations  evaluates the success of selected strategies and proposes alternative strategies for greater success   Break groups into band levels and each group selects 3 achievement standard elements and 3 focus areas For each element they have to select one of the focus areas and describe what working at the standard would look like for that focus area. CHECK TO SEE IF THIS WORKS Provide multiple ways of engaging with the standards – QR codes to open work sample portfolios, link to a spreadsheet to type directly into document,

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