ASSESSMENT & EVALUATION PHED 2017 INQUIRY ASSESSMENT & EVALUATION

Special Olympics - NCCP

CROSS COUNTRY SKIING Classic style On campus trails North Bay Nordic Instructors Rental fee approximately $40-50 BORROW IF YOU CAN!!!

Evaluation.... Participation – 4 so far + attendance In class assignments – 6 so far (60% complete) PE Presentations – 1 so far (50% complete) Lesson Plan – ONE, written only ASSIGNMENT VALUE DUE DATE Participation 20% Each Class In Class Assignments 15% t.b.a. PE Presentations Lesson Plan November 17th (in class) FINAL EXAMINATION 30% December Exam Schedule

SCHEDULE Oct. 27 & 29 – Assessment & Lesson Planning Nov. 3 – Guest – Cathy Sullivan-Richardson Nov. 5 – CLASS – FMS & SMS Nov. 10th – GYM – Cathy Nov. 12th – GYM – mini-lessons Nov. 17th – GYM - mini-lessons Nov. 19th – CLASS – Other Teaching Approaches Nov. 24th – GYM - mini-lessons Nov. 26th – GYM - mini-lessons Dec. 1st – CLASS – Health Education Dec. 3rd – CLASS – Health Education

ASSESSMENT & EVALUATION IN PHYSICAL EDUCATION What, When, How?

Assessment or Evaluation? Assess = “to sit beside” Systematically gathering evidence from a variety of sources Providing students with feedback for improvement (Contrast formative vs. Summative assessment) (PE teachers are always assessing – why?)

Evaluate = “judgement” Judging quality of work based on established criteria Assigning a value to represent that quality (Contrast criterion-referenced vs. Norm-referenced evaluation – which is more common in PE?)

“The primary purpose of assessment and evaluation is to improve student learning” (Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)

Effective A&E Valid Reliable Feasible Fair

What is Unique About PE? Immediate skill demonstration Large number of students Expectations are combined within and across strands Assessment may be ongoing, multi-activity or single activity Exceptional students may need a variety of alterations Capturing the moment – on the field, in the gym – immediate assessment, not at a later time Large number of students, all moving around, not in regular rows! Expectations – not a separate evaluation for each strand – they cross strands to connect them with knowledge/skill categories Ongoing assessment – year-long (e.g. active participation), across several units (e.g. locomotion using equipment – skiing, skating, obstacle courses) Single activity – e.g. short and long term effects of alcohol use and abuse Exceptionalities – altering equipment – longer handle, smaller ball Increasing size of target - decreasing distance required to perform the skill - providing physical assistance - involve the student in this process

PE involves PERFORMANCE – Based Assessments Development & execution e.g. performing a specific skill according to given criteria Process assessments e.g. competitive game situation in which numerous decisions and changes in direction are made

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 #1. The Ontario Curriculum Curriculum Goal #1: Comprehension Curriculum Goal #2: Commitment Curriculum Goal #3: Capacity

Goal #1: Comprehension “Students will develop an understanding of the importance of physical fitness, health and well-being and the factors that contribute to them.”

Goal #2: Commitment “Students will develop a personal commitment to daily vigorous physical activity and personal health behaviours.”

Goal #3: Capacity “Students will develop the basic movement skills they require to participate in physical activities throughout their lives.”

STRANDS IN H & PE

Active Participation Physical Activity Physical Fitness Living Skills Safety

Fundamental Movement Skills Locomotion Manipulation Stability (all integrating movement principles of relationships, space awareness, effort, body awareness)

Healthy Living Healthy Eating Growth and Development Personal Safety/Injury Prevention Substance Use and Abuse

Curriculum Expectations Overall expectations e.g. “demonstrate the principles of movement while refining their movement skills” (grade 5) Specific expectations e.g. “catch, while moving, objects of various sizes and shapes using one or two hands Refer to curriculum document page 17 read examples

Achievement Levels (p. 9) Level 1 – below standard Level 2 – approaching standard Level 3 – Provincial standard Level 4 – achievement above standard

Knowledge and Skills Categories (p. 9) Understanding of Concepts Movement Skills Active Participation Communication of Required Knowledge These categories develop learning tasks and assessment activities, inform parents of the focus of assessment, and identify the learning expectation as a “knowledge” or “skill” These categories are mandatory for assessment and evaluation!

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) Marking scheme Target/Wheel/Star/Pyramid/Step Observation checklist Self assessment Peer assessment Written evidence – tests, assignments, etc. Conisder: Range of evidence which matches the expectations, knowledge and skill categories The different ways students demonstrate their learning (e.g orally, kinesthetic, writing, etc.) The student’s developmental physical, emotional, social stages The student’s exceptionalities Teaching strategies and assessment tasks that allow students to demonstrate Level 4 performance

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

For next class: Read Chapter 6 – Assessment and Evaluation of Student Learning Define and describe AUTHENTIC ASSESSMENT Use YOUR OWN examples to illustrate the points identified in the text