1. Assessment without Levels
Andrew Frapwell

2. Session aims: Set the context Promote the purpose of assessment
Explore assessment in the Cognitive, Affective and Psychomotor domains in Physical Education

3. TRANSFORMATIONAL LEARNING
Set the context
TRANSFORMATIONAL LEARNING

4. What are we trying to do?
Transform practice to
Improve Learning

5. Modernisation or Transformation?

6. Transformational Learning
Incremental learning
Learning to learn / meta-cognition
Epistemic

7. ASSESSMENT FOR improvement
Promote the purpose of assessment
ASSESSMENT FOR improvement

8. Assessment Drives Learning
Clarify the learning you value
Create assessment tasks that reveal learning
Use the ‘results’ to improve learning
Change assessment to drive the process

9. Improve learning of what?
Assessment for change
Paradigm shift from performance to greater social return measures

10. A different perspective?

11. You are more likely to be bitten by Luis Suarez than a shark!

12. 21% (14%) of 5-15 (13-15) year old boys
And
17% (8%) of 5-15 (13-15) year old girls
Met the recommended activity levels
Health survey for England (2012)

13. Bullying v PE & School Sport
The only area in schools that has a bigger impact on lowering self-esteem than PE and School Sport is bullying

14. Implications
Measure what we treasure / measure what we value Rather than.... Attach a value to the measure

15. Cognitive, Affector and Psychomotor domains
Explore assessment in the Cognitive, Affector and Psychomotor domains in Physical Education
Cognitive, Affector and Psychomotor domains

16. Ways of Looking: Head – Heart – Hands
The thinking physical being:
Decision maker
Analytical – deep understanding
Confident
The social & emotional physical being:
Involvement and engagement
Attitude
Character, values
Healthy active lifestyle
The doing physical being:
Physically competent
Growth and development
Physically Active
Competitive
The doing physical being:
Physically competent
Growth and development
Physically Active
Competitive

17. Key Message 1 Re-emphasise the learning function of assessment
De-emphasise the grading function

18. Key message 2:
Explore the relationship between curriculum and assessment for inclusive & progressive delivery

19. Curriculum & Assessment

20. Key Message 3:
Use Assessment information to evolve your pedagogy. The better you communicate with learners the better their progress will be

21. UNDERSTANDING CURRICULUM-ASSESSMENT-PEDAGOGY
EFFECTIVE PROFESSIONAL DEVELOPMENT
COMPELLING CURRICULUM
Learning alignment
ADVANCING ASSESSMENT
love of
learning
POWERFUL PEDAGOGY
Diagram adapted from Frapwell, A. Ch. 8, Assessment for Learning pp In: (Ed) Bailey, R. (2010). Physical Education for Learning: A Guide for Secondary Schools. London, Continuum.

22. Key message 4:
The new Attainment target statutory from 1/9/14 has no level descriptors. What and how we measure progress MUST change. Assessment HAS to be fit for purpose

23. Goal orientation – 2 way
Learning mastery - competence - understanding - self
Performance mastery – competition against others
The two can be simultaneous
Important to feel successful and achieve – I can mindset... Does not transfer to I can statements

24. Key message 5:
Plan, teach & assess the essential skills, knowledge & concepts in the new Programme of Study (floor standards) - less content in greater depth

25. KS1 Social & Emotional - Heart
KS1 Doing - Hands
KS1 Thinking - Head
KS1 Social & Emotional - Heart
Develop fundamental movement skills (specifically master basic movements including running, jumping, throwing and catching)
Develop competence
Develop agility, balance and coordination
Perform dances using simple movement patterns
Apply skills
Develop simple tactics for attacking and defending
Work individually and with others
Develop confidence
Contexts: Team games; dance; a range of physical activities (individual and cooperative); competitive situations (against self and others); possibly swimming; increasingly challenging

26. Fundamental Movement skills
240 and 600 minutes?
Key Stage 1 is the best time of schooling for developing fundamental movement skills
Walking, running, stepping, hopping, skipping, jumping, kicking, throwing, catching and striking, agility, balance, coordination are a list of many of the skills that should be developed
These skills can also form part of playing games
In teaching these skills there is opportunity for developing them to music, with or without equipment / apparatus to provide challenge, interest and enjoyment.
These skills can be practised both indoor and outdoor

27. KS2 Social & Emotional - Heart
KS2 Doing - Hands
KS2 Thinking- Head
KS2 Social & Emotional - Heart
Develop a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination)
Perform dances using a range of movement patterns
Develop flexibility, strength, technique, control and balance
Apply a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination)
Use a broad range of skills in different ways
Link skills to make actions and sequences of movement
Understand how to improve
Learn how to evaluate and recognise their own success
Apply basic principles suitable for attacking and defending
Compare and improve performances with previous ones
Enjoy communicating, collaborating and competing with each other
Contexts: Competitive games; dance; outdoor and adventurous activity challenges; different physical activities and sports; individual and team; swimming (if not scheduled in KS1).

28. KS3 Social & Emotional - Heart
KS3 Doing - Hands
KS3 Thinking - Head
KS3 Social & Emotional - Heart
Develop technical expertise
Develop technique to improve performance
perform dances using advanced dance techniques within a range of dance styles and fs
Apply techniques across different sports and physical activities
Understand effective performance effective
Apply principles of effective performance to their own and others’ work
Use a range of tactics and strategies to overcome opponents
Develop problem solving skills
Analyse and improve performances compared to previous ones
Participate in exercise, sports and activities (out of school)
Understand and apply the long- term health benefits of physical activity
Build trust
Develop skills to solve problems
Contexts: outdoor and adventurous activities (team, individual group); direct competition through team and individual games; participate outside school through community links or sports clubs; other competitive sports; challenging

29. KS4 Social & Emotional - Heart
KS4 Doing - Hands
KS4 Thinking - Head
KS4 Social & Emotional - Heart
Develop technique and improve performance
Develop a variety of tactics and strategies to overcome opponents
Develop problem solving skills
Evaluate and improve performances compared to previous ones
Develop personal fitness
Engage in an active, healthy lifestyle
take part regularly in competitive sports and activities (outside school)
Build trust
Develop skills to solve problems
Contexts: Outdoor and adventurous activities in a range of environments; in other competitive sports or other physical activities; team and individual games; participate outside school through community links or sports clubs; complex and demanding.

30. Key message 6:
Backward planning - work backward from the end of key stage targets & align incremental 'unit' outcomes

31. Men’s high jump world record
Western roll
Straddle
Fosbury flop

32. Step 1
National Curriculum & Attainment Target

33. Step 2
Develop Curriculum Activities that meet learners’ needs

34. Step 3
Set Annual Targets / Expectations

35. Step 4
Align assessment criteria – the language of learning in PE – in your planning

36. Step 5
Develop and use Assessment for Learning Strategies

37. Step 6
Periodic monitoring – milestone targets

38. Step 7
Review and revise RAG

39. Key message 7:
The DfE will no longer use levels of progress to measure school performance and determine league tables

40. Key message 8:
Ofsted will no longer look for 2 levels of progress between KS 1&2 or 3 levels of progress between KS2&4. Why? Because they have been removed!

41. Key Questions: How are we doing? How can we do it better?

42. Assessment OF AS
FOR

43. “One test of the correctness of an educational procedure is the happiness of the child.” Maria Montessori (Italian Physician and Educator )

44. Thank you
Andrew Frapwell