ASSESSMENT & EVALUATION

Lesson Plan Assignment You DO NOT have to present it, just submit a hard copy (no title page required) Assume the reader (e.g. ME) knows nothing about teaching PE – be as detailed as possible! Choose an activity or sport that is BEYOND your comfort zone! LP is due on November 19 th – IN CLASS

From the Curriculum to the Report Card – What is the Process? Step #1.Understanding the Curriculum Step #2.Collecting the evidence Step #3.Recording the evidence of student learning Step #4.Evaluating – making the judgement Step #5.Completing the Provincial Report Card

Step # 2: Collecting the Evidence Sample Assessment strategies (what will students be doing?): Skill demonstration (PERFORMANCE) Game play (PERFORMANCE) Journal, quiz, test Case study, debate, discussion Fitness profile/log, graphic organizer Conference Project, presentation Role play Portfolio, contract Written or verbal response

Step #2: Collecting the Evidence Sample assessment tools (what instruments will the teacher/student use to collect the evidence?): Assessment scales (rubric)rubric Marking scheme Target/Wheel/Star/Pyramid/StepStep Observation checklist Self assessment Peer assessment Written evidence – tests, assignments, etc.

Assessment Scale for Assessing Fundamental Movement Skills Specific Expectation: send an object to a partner….. Model: What does volleying look like? Level 1 – rarely performs Level 2 – sometimes performs Level 3 – usually performs Level 4 – consistently performs

Design your own rubric... Choose one MOVEMENT SKILL from the Ontario Curriculum Prepare a table, and enter the descriptors from page 9 List the descriptors for your skill Enter the grade Enter the learning expectation (direct quote) Add your names

Designing Assessment Tasks Focus on essential learnings (overall expectations), group specific expectations Determine the knowledge/skill category for each by examining the verb What evidence is required? – use a variety of assessment tasks to gather evidence Provide students with clear targets, opportunities to meet expectations Use Achievement level descriptors as a guide for gathering evidence

Matching Assessment Tasks Connect the learning expectations to the Knowledge/skills categories and the descriptors in the Achievement levels in “The Ontario Curriculum” (page 9) Expectations – content for learning Achievement Levels – how well the student has achieved the expectations

Verbs Linked to Knowledge/Skills Categories Understanding of concepts: identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine

Verbs Linked to Knowledge/Skills Categories Movement Skills: dribble, throw, kick, send, pass, balance, perform, dismount, jump, move, travel, bounce, demonstrate, combine, hit, stop, grip, hang, use

Verbs Linked to Knowledge/Skills Categories Communication of Required Knowledge: explain, describe, communicate, discuss, present, suggest

Verb Linked to Knowledge/Skills Categories Active Participation use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement, improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor

STEP #3: Recording the Evidence create a separate recording chart for each Knowledge/Skills category (e.g. Understanding of Concepts, Movement Skills, Active Participation, Communication of required knowledge) OPHEA Documents provide lots of great samples!

Recording of Evidence Chart Knowledge/Skills Category Level criteria Students names Expectations Topics/Units

Step # 3 – continued… Include descriptors (page 9) Include expectations relating to that category Indicate the topics/units where students have opportunities to demonstrate their learning, but REMEMBER…….

Step # 3 continued…. Some expectations may be demonstrated in a variety of units (e.g. locomotion) Units or topics will relate to the program you develop (e.g. basketball, capture the flag, dodge ball, etc.) Some expectations will require year long assessment (e.g. fair play, participation, etc.) Some expectations will be most appropriately addressed in only one topic or unit (e.g. healthy eating)

Step #3, continued… Transfer the evidence from the assessment tools (rubrics, self, peer, teacher, etc.) to the recording charts Record the appropriate Achievement level (1, 2, 3, 4)

Step # 4: Evaluating… Making a Judgement This involves determining the HIGHEST MOST CONSISTENT LEVEL of achievement A weighting factor should be considered for each Knowledge/Skills category, taking into consideration QUANTITY, TIME, and QUALITY

QUANTITY Weighting based on the number of expectations assessed within each category (Active participation carries the most expectations at all elementary grade levels)

TIME Weighting based on the amount of time spent throughout the term/year for the student to demonstrate learning expectation(s).

QUALITY Weighting based on tasks that provide a richer indication of students’ ability.

Step # 5: Completing the Provincial Report Card Letter or percentage grade Anecdotal comment describing the student’s strengths, weaknesses and steps for improvement Report on learning skills

The Provincial Report Cards Elementary Report Card Grade 1-6 Elementary Report Card Elementary Report Card Grade 7-8 (Catholic) Elementary Report Card Secondary Report Card Grade 9-12 (semestered) Secondary Report Card From: Ministry of EducationMinistry of Education

Learning Skills Independent Work Initiative E Homework Completion Use of informationG Cooperation with others Conflict resolutionS Class participation Problem solvingN Goal setting

SECONDARY LEARNING SKILLS Subject:______________________Grade:__________Reporting Period:__________ Learning SkillWorks Independently TeamworkOrganizationWork Habits/Homework Initiative Date Key: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement Name:

Entering the Grade Translate the student’s highest most consistent level from your recording page Translate that level into a letter or percentage grade View process as moving from 4 point scale to 12 point scale

Provincial Guide for Grading Level 4A A85-89 A Level 3B B73-76 B Level 2C C63-66 C Level 1D D53-56 D R (Below 50)RBelow 50

Anecdotal Comments Describe the student’s strengths and weaknesses in relationship to the four Knowledge/skills categories Describe the student’s achievement rather than simply listing the curriculum taught Be clear, concise, and consistent with level of achievement Describe the “next steps”, giving concrete suggestions for parent and student

Source: Getting Assessment Right: Health and Physical Education Grades 1-8 By: Sue Amos and Susan Orchard Data Based Directions Quality Resources for Educators

For next class: Read Chapter 7 – Students with Special Needs