1. Curriculum Instruction Assessment Aligning Manitoba Physical Education Supervisors Association Linda Thorlakson Manitoba Education February 17, 2010

2. Provincial Assessment Initiative Assessment for and as Learning –Greatest impact on achievement –Importance of student involvement –Requires clear goals and criteria, descriptive feedback, opportunity to improve Assessment of learning –Provides feedback to the school, division, and province so that appropriate supports for further learning are provided –Communicates achievement to stakeholders http://www.edu.gov.mb.ca/k12/assess/wncp/index.html 2006

3. Provincial Assessment Initiative http://www.edu.gov.mb.ca/k12/assess/wncp/index.html ForAsOf Why? Who uses? When?

4. Provincial Assessment Initiative GOALS Increase assessment for learning Offer more opportunities for student involvement and engagement in their learning (assessment as learning) Ensure high quality assessment of learning, and improve grading and reporting practices

5. Provincial Assessment Initiative Communication is required throughout the teaching-learning cycle. Communication needs to involve the student, the teacher and the parent. Assessment and communication should foster further learning and sustain or improve motivation Use assessment to focus on learning rather than to accumulate marks or compete with others. http://www.edu.gov.mb.ca/k12/assess/docs/csl/index.html 2008

6. Planning with the End in Mind Plan learning experiences Determine acceptable evidence Wiggins & McTighe, 1998 Identify desired learning

7. Step 1: Select curricular outcomes or clusters of outcomes E.g. GLO Movement / Safety –Grade 7 Knowledge Skills Attitudes Communicate the learning target to the students in terms they understand. Identify desired learning

8. Clear Learning Goals Merely being clear about the learning goals increases student achievement Composed of CONTENT + LEVEL of THINKING or DOING Source: Rutherford, M. (Producer) (2007) 6 Big Ideas: Creating the Learning Centered School. [DVD]. Rutherford Learning Group.

9. Step 2 a): How will I know the student has achieved the desired learning? (Assessment Of Learning) –What standard do students need to reach? (How good is good enough?) –What are the criteria for successful performance? –What task(s) will allow students to demonstrate the learning? (Do / Write / Say) Do students know the standard and criteria? Determine Acceptable Evidence

10. http://www.bced.gov.bc.ca/perf_stands/healthy_living/7-9/quick_scale.htm

11. Skill Acquisition Phase Description 4 Proficient Movement appears effortless High level of ability Maintains efficient movement in game situations Uses mastered skill with the strategy Mastery of skill level – performance – technique 3 Acquired Skill is ready to use in combination with other skills Consistent performance Can apply in a variety of situations Uses skill and understands strategy Main features present, some refinement required 2 Developing Movement present with concentration Beginning to demonstrate a functional skill level in order to participate Performs best in drill or modified game situation 1 Initial Initial stage of development Requires intense concentration Performs in isolated situations Skill is characterized by lack of control (Sample) GLO 1- Movement Rubric: Application of Skills Source: B. Hatherly, adapted from Louis Riel SD.

12. Example of a Grade 7 Unit Goal Students will develop and apply movement skills (transport, manipulation and balance) and concepts of safety and fair play in volleyball. Success will be demonstrated by –Appropriately executing offensive /defensive moves –

13. Step 2 b): How will I know how well the student is progressing during the learning? (Assessment For Learning) –Is the student on target to achieve the learning? –What will I look for? When? Determine Acceptable Evidence

14. Step 3: What will I have students do to acquire and apply the desired learning? How will I adjust? –What will I do if the student has already achieved the desired leaning? –What will I do if the student needs additional instruction or practice? Plan learning experiences

15. TTYN Comment on the clarity and consistency of goals and criteria amongst Phys. Ed/Health staff in your system What are the strengths/ challenges/questions? Plan learning experiences Determine acceptable evidence Identify desired learning

16. Assessment for and as Learning Use feedback Engage in learning experiences Check for understanding Generate descriptive feedback

17. Check for understanding Address gaps and misconceptions Check for understanding Practice makes... permanent! Rick Wormeli, Fair Isn’t Always Equal, Manitoba ASCD workshop, Feb “ “

18. Generate descriptive feedback Relate to identified criteria Provide during or soon after learning Focus on strengths Area to improve Guide next steps Generate descriptive feedback

19. Include peer and self assessment Extends the opportunities for feedback Structure (checklists or identified characteristics) must be provided Ways of giving feedback must be modeled for students and practiced Students become more clear about criteria, less dependent on teacher and take increased responsibility for their own learning Generate descriptive feedback

20. TTYN How are Phys. Ed/Health teachers managing formative assessment processes in the classroom? What are the strengths/challenges/ questions?

21. Assessment of Learning To confirm what students know, understand and can do To certify and communicate achievement Reflect on evidence of learning Confirm learning Determine grades and report

22. Confirm learning Use quality assessments aligned with learning outcomes Select assessment methods that match learning outcomes Ensure a sufficient sample and variety of evidence Confirm learning

23. Reflect on evidence of learning Use professional judgement Determine next steps in teaching and learning Reflect on evidence of learning

24. Determine grades that are Meaningful –Linked to learning goal(s) (Valid) Consistent –Reliable, mark does not depend on which teacher, or comparison with peers Accurate –E.g. beware of zeros; separate achievement from behaviour Supportive of further learning –E.g. replace old evidence with new

25. Record Book for Grade 7 Physical Education and Health Student ___________________________ Legend Level 1 = Emerging Level 2 = Developing Level 3 = Acquired Level 4 = Proficient Summative Achievement Evidence Safety Seminar Test Volleyball Unit (Skills) Volleyball Unit (Full Game) Personal Fitness Training Archery Sept14Sept 29Oct 13Oct 28Nov 17 Movement approaching 2 satisfactory 3 Proficient 4 Fitness Management 2 Safety 6/10 2 careless 2 Careful 3 Personal and Social Management Strategic team player 4 Detailed plan 4 Healthy Lifestyle Practices Managing Information

26. How does this model fit for Physical Education/Health? What supports do teachers need to implement curriculum, assessment and instruction that are aligned? Reflect on evidence of learning Use feedback Plan learning experiences Engage in learning experiences Check for understanding Generate descriptive feedback Confirm learning Determine meaningfulgr ades Determine acceptable evidence Identify desired learning Planning with the end in mind Assessment of Learning Assessment for and as Learning