1. Marking scholarship essays! Monique Van Groenewoud Director of HPE @ St Cuthbert’s College Chairperson of Auckland PENZ

2. Plan for the session  Scholarship Treasure Hunt Where to find Scholarship material Critical Thinking – a revision The asessment schedule The 8 levels of performance A context for your learning - Performance Improvement 2009 Analysis of a student essay & marker codes Comparing results to the examiner’s mark Other helpful ideas  Session evaluation (KWL)

3. Scholarship – Treasure Hunt NZQA website is where you will find:  The Scholarship PE Performance Standard  The current Assessment Specifications  Past Examinations, Assessment Schedules, Reports  Sample resources for the revised standard - Annotated essay exemplars  http://www.nzqa.govt.nz/qualifications- standards/awards/scholarship/scholarship- subjects/scholarship-physical-education http://www.nzqa.govt.nz/qualifications- standards/awards/scholarship/scholarship- subjects/scholarship-physical-education Auckland PENZ wikispace is where you will find: Auckland PENZ Scholarship workshop series of resources for 2013 http://aucklandpenz.wikispaces.com/Scholarship+Works hops+2013/ http://aucklandpenz.wikispaces.com/Scholarship+Works hops+2013

4. Gaining Scholarship  Although results vary from year to year… To gain scholarship, ○ a total score of 13 is likely to be the minimum standard. To gain outstanding scholarship, ○ a total score of 18 is likely to be the minimum standard.

5. What is critical evaluation?  Is a synthesis of ideas  Evaluating against something  Making a valid judgement based on personal experience, readings, gathered information  Evaluating what worked, why/why not. Whether there was anything else that could have been done  Challenging assumptions  Providing personal ideas backed up with reasoning  Finding solutions based on critical and creative thinking, that may change things

6. What do some of the words mean? PRO’S & CON’S The ability to interpret the: Good and/or bad points. Direct and indirect effects. Barriers vs enablers. Strengths vs weaknesses COMPARE & CONTRAST Look at different facets of the problem. Identify similarities and differences.

7. CHALLENGING BELIEFS & ASSUMPTIONS Distinguish between fact, opinion and inferences. Recognises and analyses assumptions ○ old wives tales ○ urban myths ○ out of date information Challenging sweeping statements

8. BIAS Understanding a bias may be present Studies/data may reflect a personal agenda Information may only consider one side of the argument Definitions are open to interpretation SYNTHESIS The process of combining different ideas, information, influences, and/or personal judgements into a new statement.

9. Developing a critical stance Encourage students to look at the world with fresh eyes… A critical stance is a position that:  Is not on the fence  Is not at the extreme ends of a continuum  Considers both & of a single situation  Considers multiple views that vary according to the specifics of a situation  Challenges underlying assumptions, stereotypes and privileged positions

10. Example - The impact of video on learning Video is sometimes helpful because it allows me to see myself and I get a clearer picture of what I am doing, than when I am told what to do. However, at the cognitive stage of learning I do not have the knowledge base to correctly identify errors, so video would be more helpful when I am better at detecting errors or I have a coach alongside me helping to identify what I should look at….

11. Broad Sociological Issues Also encourage students to consider the bigger picture… One size fits all ~ individual needs/differences are not considered Scientism & Technocentricity ~ a focus on technology and scientific evidence through quantitative measurement The body as a project ~ a focus on improvement physical aspects & performance without considering other aspects of wellbeing Commodification ~ using the body, sports profile, healthism etc for monetary gain Healthism ~ exercise + nutrition = health i.e. a focus on the individual’s responsibility for their wellbeing without consideration of other influencing factors Hegemony ~ advantage, privilege, the hidden strategies to maintain power imbalances in society

12. Critical thinking/ evaluating Tools & Strategies Debono’s Critical Thinking Hats (add bias after white) Compare And Contrast PMIS (Plus, Minus Issues, Suggestions) Reasonable / Inspiration SPEECH Court room battles 3 Storey Intellect Model CAMPER Fact vs opinion chart 3 level Guide DATT tools

13. Key elements of a Scholarship essay A critical evaluation should include:  DEPTH & BREADTH of knowledge drawing on biophysical and socio-cultural factors  Examples – research, own experience, wider society  Taking a position from both viewpoints Athletes are Made AND born Some factors more/less important in specific circumstances

14. The Levels of Performance Poor ~ 1 to 2 marks  Ideas stated, information recalled. The candidate shows no evidence of critical evaluation and demonstrates a basic understanding of physical education, arising from both theoretical knowledge and practical application.

15. The Levels of Performance Poor ~ 1 to 2 marks Key Elements: NO Critical Evaluation Minimal Theoretical / Practical application 2 = Some evidence of relevant subject knowledge 1 = Minimal evidence of relevant subject knowledge

16. Level 2:  Well below the standard  No critical thinking or evaluation  Or an incomplete response, e.g. may only write a few paragraphs in response to the question  No development of ideas. Level 1:  A long way below the standard  Incomplete response, e.g. may only write a few paragraphs in response to the question  No development of ideas  Blank answer, or irrelevant evidence. Key words/concepts at level 1-2 Poor Performance

17. The Levels of Performance Sound ~ 3 to 4 marks  Critically evaluates information to demonstrate an informed understanding of physical education, arising from both theoretical and practical application.  The candidate attempts to address the question – is able to apply some relevant understanding. Reasonably well organised, inconsistencies evident, superficial coverage and examples do not relate to or detract from the answer.

18. The Levels of Performance Sound ~ 3 to 4 marks Key Elements: Little/Some Critical Thinking Theoretical + Practical application Superficial coverage Some relevant knowledge from Biophysical, Socio- cultural, Performance improvement theory 4 = Some Critical Thinking + Breadth 3 = Recall + Evaluation

19. Level 4:  Borderline to the standard  Some critical thinking without critical evaluation  Increasing repetition, breadth and lack of depth / development of ideas. Level 3:  Below the standard  Little critical thinking and no critical evaluation  Merely a response, recall, summary, description, explanation, evaluation of the question. Key words/concepts at level 3-4 Sound Performance

20. The Levels of Performance Excellent ~ 5 to 6 marks  The candidate’s response critically evaluates information to demonstrate an holistic understanding of physical education, arising from both theoretical and practical application though not to the same standard as for the outstanding candidate.

21. The Levels of Performance Excellent ~ 5 to 6 marks Key Elements: Critical Evaluation Taking a position Logical Breadth is evident Performance Improvement = Biophysical + Socio-cultural + Training/Practice Synthesis of Genetic + Environment + Training 6 = Balance between Theory + Application + No repetition 5 = More breadth with less depth + Repetition + Issues with fluency/logic

22. Level 6:  Critical evaluation  An answer worthy of Scholarship  No repetition of ideas  Some aspects of the answer lack development or depth  Critically answers the question. Level 5:  At scholarship standard  Some critical evaluation  Some repetition of ideas  Critically answers the question  More evidence of depth and development of ideas being sacrificed in order to be more encompassing / breadth. Key words/concepts at level 5-6 Excellence Performance

23. The Levels of Performance Outstanding ~ 7 to 8 marks  The candidate’s response demonstrates depth of understanding and breadth of knowledge through a high level of sophistication across a range of factors including integration of ideas, original thought, fluency, and logical and precise communication. There is a balance in the integration of theory and practice.

24. The Levels of Performance Outstanding ~ 7 to 8 marks Key Elements: Critical Evaluation Justifying a position Logical + Integrated ideas Depth + Breadth + Creative Ideas Biophysical + Socio-cultural Performance Improvement = Genetics + Training / Practice + Socio-cultural (SPEECH influences) 8 = Clear demonstration ~ No modifications 7 = Clear demonstration ~ Minor modifications with synthesis & creativity

25. Key words/concepts at level 7-8 Outstanding Performance Level 8:  Critical evaluation  Outstanding  Holistic and creative in most aspects  Depth in development of ideas  Best that could be reasonably expected in the time available. Level 7:  Critical evaluation  Outstanding, but lacks consistent creativity and synthesis of ideas generated by a candidate that earns an 8  Depth in the development of ideas.

26. 2009 Q3 Performance Improvement  Consider the following three extracts demonstrating a range of opinions on whether athletes are made or born: ““Ever dreamed of standing atop a podium and having a medal placed around your neck? … How much is athletic prowess due to genetics and how much is due to training and environment?” Torgan (2002) “Athletic records are broken year after year, and the limits of human performance continue to be debated … Is there any limit?”Quinn (2008) “One possibility is that some people are simply natural born superhumans … – the key to gaining the ultimate competitive advantage may be hidden in our genes.” Geddes (2007)  Drawing on your knowledge and experience of factors that lead to performance improvement, critically evaluate whether athletes are made or born.  Illustrate your answer with appropriate examples from your own knowledge and experience.

27. 2009 Assessment Schedule  Evidence (Left column) The candidate: The initial statement covers what is expected in taking a position. A critical evaluation should include… The section covers what is expected in the essay. The candidate may consider… This section gives a detailed account of knowledge that could be covered in this question.  Judgement (Right Column) Descriptors for performance levels are blocked into pairs: Outstanding (7-8 marks) Excellent (5-6 marks) Sound (3-4 marks) Basic (1-2 marks) Overall a student would expect to get scholarship with a combined mark of at least 13 across the 3 essays. This total can vary from year to year

28. 2009 Assessment Schedule  The question is focused on examining if the candidate can critically evaluate the notion whether athletes are “made” or “born”.  The student’s answer must provide a reasoned argument that integrates knowledge about factors impacting on performance improvement (biophysical and socio-cultural)

29.  Athletes are “born” + “made” i.e. synthesis of genetics + training + socio-cultural factors “Born” - Genetic factors can give advantage “Made” - Training & Socio-cultural factors develop the athlete  Consider environmental factors (SPEECH factors) on opportunities to participate and improve Key elements continued

30. Essay Analysis – Think, Pair, Share Divide the analysis task between 3-5 markers. Each marker makes notes for 1+ of the following:  Examples of critical thinking, critical evaluation, and a justified position related to the question  Biophysical factors involved in performance improvement (Check for breadth & depth)  Socio-cultural factors involved in performance improvement (Check for breadth & depth)  Creative suggestions, integration, logical structure  Problems – repetition, negating argument, irrelevant material, making assumptions, general knowledge/statements

31. Marking Codes - 2009 mark guide High mark Codes D – Defined/Definition R – Referenced /Quotes/Statistics SK – Subject Knowledge A – Applied OE – Own experience EID – Explained in detail CT – Creative thinking/Suggestions CR – Critical EV - Evaluation CREV – Critical Evaluation JPO – Justified position Lower mark Codes EX – Explained PO – Position GS – General/Statement AS – Assumption RD – Requires development N – Negates Argument IR – Irrelevant REP - Repetition Question Specific Codes BPF – Biophysical Factors (includes genetic and training factors) SCF – Socio-cultural Factors (SPEECH) FIP – Factors Influencing Performance

32. Share evidence  Share your findings in the group. What was covered in depth? What was covered superficially? Use the master or the assessment schedule to identify the significant gaps. What were the gaps? Review the marker’s codes What mark should this essay receive?

33. A quick reference guide Critical Evaluation Justifying a position Logical + Integrated ideas Depth + Breadth + Creative Ideas Performance Improvement = Biophysical + Socio-cultural + Practice/Training 1 = Minimal evidence of relevant subject knowledge 2 = Some evidence of relevant subject knowledge 3 = Recall + Evaluation 4 = Some Critical Thinking + Breadth 5 = More breadth with less depth + Repetition + Issues with fluency/logic 6 = Balance between Theory + Application + No repetition 7 = Clear demonstration ~ Minor modifications in synthesis and creativity 8 = Clear demonstration ~ No modifications

34. Providing feedback to students  Use the following as a checklist for marking the essay Critical Evaluation Justifying a position Logical + Integrated ideas Creative Ideas Depth + Breadth  Create a summary of theory content covered in the essay Biophysical + Socio-cultural + Concepts related to the question  Complete the PMI as follows:  PLUSES – identify any strengths in the essay(s)  MINUSES – identify any significant gaps in the essay(s)  ISSUES – what problems are evident in logic and/or structure

35. Further ideas that help  Having your scholarship students mark an essay using the feedback tool is a valuable learning strategy for them too.  Develop a bank of resources. Your resource bank of essays… ○ Range of marks from level 4 to 7 ○ Full range of essay topics Ask students to return their essays for you to copy

36. KWL Please share with us one thought from the following questions…  What did you know?  What did you want to know? [What have we missed?]  What have you learned? Now what…  What are your next steps?