1. 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.

2. 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

3. 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.

4. 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.

5. 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.

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

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

8. Sample units of work

9. 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

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

11. 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

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

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

15. 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

16. Step 4: Translating to learning goals

17. 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

18. Questions?

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

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

21. What do you currently assess and report?
Source:

22. 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

23. 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?

24. 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

25. 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.

26. 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.

27. Recording evidence

28. Step 6: Reporting on levels of achievement

29. 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.

30. 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

31. Exploring levels of achievement
ACARA work samples
Queensland standard elaborations

32. Questions?

33. Want info or resources?