1. Exploring the quality of student performance
What does an “A” in Health and Physical Education look like?

2. How do we know the quality of our students?
Aqua 8
Drugs task 1
Goals task 2
Games Unit task
Book
mark
Test
Group task
Anderson, Joel D C 12 
21.5
Beattie, Sam B A 18 25
Venuti, Stefan 15
Poor/ needs
attention 20
Let’s look at what is probably current practice around recording evidence of learning and transferring that to reports.
We need to look at what evidence we have around this information and you may have a mark book that resembles something like this recorded or it may be all marks.
One Grade
/Semester

3. What does an “above standard” student look like in HPE?
Group brainstorm
Image source:

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

5. Putting it into practice
Year 9 and 10 achievement standard
They apply and transfer movement concepts and strategies to new and challenging movement situations.
They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances.
Let’s take a look at what this looks like in practice. For this example let’s use this content description from the Movement and Physical Activity Strand in Year 9 and 10. Let’s unpack this content and identify what the knowledge, understanding and skills are that we are trying to develop through teaching this content.

6. Putting it into practice
Year 9 and 10 content
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences
Let’s take a look at what this looks like in practice. For this example let’s use this content description from the Movement and Physical Activity Strand in Year 9 and 10. Let’s unpack this content and identify what the knowledge, understanding and skills are that we are trying to develop through teaching this content.

7. What’s the knowledge?
Year 9 and 10
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences
So what’s the knowledge ... we want students to know what the elements of movement ... effort, space, time, objects and people ... have to do with composing and performing movement sequences

8. What’s the understanding?
Year 9 and 10
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences
So what’s the understanding ... the understanding is the application of the knowledge ... so in this case it is being able to analyse how these elements can impact on movement. So for example in a game of basketball it would be knowing how to take advantage of a turnover of possession by making a fast break into the space made available in the opponents defensive half in order to try to create a 2 on 1 or 3 on 2 scenario in attack. In this example the fast break is the impact of effort and time, looking for space in the opponents defensive half is the element of space, and creating a 2 on 1 is manipulating the element of people.

9. What’s the skill?
Year 9 and 10
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences
and finally what is the skill contained within this content descriptions? We want students to be able to apply the knowledge and understanding when composing movement sequences and then perform the movement sequence demonstrating how the elements impact on movement performance. So students might compose a set move for a basketball attacking sequence from a turnover of possession in their defensive half that takes advantage of the open court and creates a 2 on 1 or 3 on 2 attacking scenario. They could then perform the move against an opposition team to analyse its effectiveness.

10. How do we assess? Our tools of the trade
Post-it notes – group challenge relay ... who can come up with the most different tools for assessment.
Group them into formative / summative / both
Record a whole group list on the whiteboard – then compare in relation to efficiency, reliability, consistency of judgement

11. What assessment tools do you use to assess student performance?
Group relay challenge
What assessment tools do you use to assess student performance?
Teachers use a variety of methods to assess students.
We use methods such as tests, assignments, reports, checklists, oral presentations and teacher observation of student performance to assess a student in a particular area. When identifying how you will assess your students you need to be thinking about what evidence you want to collect.
We use marks, grades, and comments to convey this information to students.

12. Some of our 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

13. Considerations when selecting assessment tools
efficiency for you and students
reliability within class
consistency across classes

14. Questions?