Assessment In P.E. A Backward Design

What is Backward Design A 3 stage instructional design that begins with the end in mind – what will the students be able to do by the end of the lesson/unit/term/semester/year Once outcomes are identified teachers work backwards to develop lessons and materials that are needed to meet the outcomes

Traditional Instruction Design Assessment Activities Content Topic

Backward Design Start with learning goals/outcomes Build in assessment Plan activities/lessons

Plan lessons and activities Backward Design Model Plan lessons and activities Build in Assessment Start with outcomes

Three Stages of Backward Design Identify desired outcomes Determine acceptable evidence Plan learning experiences and instruction (Cooper, 2010)

Stage 1 Identify Desired Outcomes What do I want the students to know and be able to perform as a result of this lesson or unit? What is the big idea or ideas of this lesson or unit?

Stage 2 Determine Acceptable Evidence How will I know if students have achieved desired results? What kind of formative and summative assessment do I build into the activity?

Stage 3 Plan Learning Experiences and Instruction Map out the instructional sequence that will prepare students for assessments Include in the sequence in-class lessons and activities, out of class experiences, assessment for learning (formative) that build up to final assessment (summative)

“Where” Approach W – students know where they are going, why they are heading there, what they know, where they might go wrong in the process, what is required of them. H - hooking the students on the topic E – students explore and experience ideas (outcomes) and are equipped with the necessary understanding to master the outcome(s) R – students have time to rehearse, revise and refine their skills E- student evaluation