Assessment and reporting within an A-E framework While you’re waiting Scan QR code to access today’s resources • https://janiceatkin.com/assessment- • workshop-resources-page/ Fill out the assessment reflection on page 3. • i n . c o m j a n i c e a t k EDUCATION CONSULTANT
What is my why? i n . c o m j a n i c e a t k https://trustworks.files.wordpress.com/2013/08/complicated.jpg EDUCATION CONSULTANT
What is your why? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Recording your thoughts Add challenges, thoughts, insights and questions to either of the following: • Padlet • Workbook https://padlet.com/janice9/gladstone_ctiq i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Workshop activity Challenges you are experiencing with assessing Health and Physical Education i n . c o m j a n i c e a t k EDUCATION CONSULTANT
What I want you to walk away with • Solutions to challenges currently being experienced • Picture of what achievement looks like in HPE • Practical strategies for assessment and reporting processes. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Setting the scene Why do we assess and why A-E? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Assessment is about helping students to learn better .... .... rather than just get a better grade. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Assessment should ... • inform teaching and learning • provide quality feedback to students • provide a basis for reporting to parents. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Assessment should … enable you to make on-balance judgements using evidence from a range of student performances not just one-off, point in time tasks. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Assessment ≠ Reporting Assessment ≠ A-E grades* Reporting = A-E grades* A-E grades* given at two points in a year * Or equivalent 5 point scale i n . c o m j a n i c e a t k EDUCATION CONSULTANT
In summary .... Only assess what is taught Integrate as part of the teaching and learning process Elicit a range of performance Provide multiple ways and opportunities to demonstrate understanding and skills Provide timely, quality feedback. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
And …. Collect sufficient evidence of learning … … to make fair and consistent judgements at reporting time. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Questions? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Recording your thoughts Add thoughts, insights and questions from session 1 to either: • Padlet • Workbook https://padlet.com/janice9/gladstone_ctiq i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Planning process for teaching and assessment in HPE From achievement standards to quality teaching, assessment and reporting i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Making the links What do we want students to learn? What do we assess? What do we record? What do we report? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Step 1: What do we want students to learn? • Identify the key understandings • Identify key skills • Identify focus areas for teaching understanding and skills Build a picture of why that learning matters i n . c o m j a n i c e a t k EDUCATION CONSULTANT
UNIT TITLE: Kicking goals LENGTH: 6 – 8 weeks YEAR: 7 / 8 UNIT DESCRIPTION: In this unit of work students will practise and refine skills related to football (soccer). They will further develop their understanding of the strategies and movement concepts associated with success in invasion games and explore how these concepts and strategies can be transferred to other games and sports. Achievement standard: Content descriptions: By the end of Year 8, students: Use feedback to improve body control and coordination when • investigate and apply movement concepts and select performing specialised movement skills in a variety of situations • strategies to achieve movement and fitness outcomes. (ACPMP080) apply personal and social skills to establish and maintain Practise, apply and transfer movement concepts and strategies • • respectful relationships and promote safety, fair play and with and without equipment (ACPMP082) inclusivity. Demonstrate and explain how the elements of effort, space, • demonstrate control and accuracy when performing time, objects and people can enhance movement sequences • specialised movement sequences and skills. (ACPMP084) apply movement concepts and refine strategies to suit Practise and apply personal and social skills when undertaking a • different movement situations. range of roles in physical activities (ACPMP086) Evaluate and justify reasons for decisions and choices of action • when solving movement challenges (ACPMP087) Modify rules and scoring systems to allow for fair play, safety and • inclusive participation (ACPMP088) Evidence of learning: Students will demonstrate their learning through: analysing their own performance of football skills and implementing feedback to improve their performance • explaining and justifying the movement concepts and strategies selected in the different game situations • explaining and demonstrating the similarities of strategies used in different games and how they can be transferred to new • movement situations selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement • challenges with and without equipment showing or explaining to others the approach they could take to gain or maintain possession in games • adopting roles that support and enhance team cohesion and lead to successful game outcomes • reflecting on the role/s they played within games and explaining how their actions led to successful outcomes in the game. • i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Identifying learning expectations Understanding / Achievement Content Learning Skills standard expectation practise and refine skills involved in football (soccer) develop their understanding of strategies and movement concepts associated with invasion games understand how the concepts and strategies can be transferred to other games and sports i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Unpacking learning expectations • For each of the understandings and skills, identify the learning expectations described within the: – Achievement standards – Content descriptions Build a picture of how well students need to learn i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Interpreting the standards • continuum of development • read in conjunction with content • describes typical level of achievement i n . c o m j a n i c e a t k EDUCATION CONSULTANT
i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Identifying learning expectations Understanding / Achievement Content Learning Skills standard expectation demonstrate control and practise and refine accuracy when ACPMP080 performing specialised skills involved in ACPMP087 football (soccer) movement sequences and skills. develop their investigate and apply ACPMP082 understanding of movement concepts and ACPMP084 strategies and select strategies to ACPMP087 movement concepts achieve movement and ACPMP088 associated with fitness outcomes invasion games apply movement understand how the ACPMP082 concepts and refine concepts and ACPMP084 strategies to suit different strategies can be ACPMP087 movement situations transferred to other ACPMP088 games and sports i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Identifying learning expectations Understanding / Achievement Content Learning Skills standard expectation demonstrate control analyse their own practise and refine ACPMP080 and accuracy when performance and use skills involved in performing specialised ACPMP087 feedback to refine their football (soccer) movement sequences football skills and skills. develop their investigate and apply ACPMP082 understanding of movement concepts explaining and justifying ACPMP084 strategies and the movement concepts and select strategies ACPMP087 movement concepts and strategies selected in to achieve movement ACPMP088 different game situations associated with and fitness outcomes invasion games apply movement understand how the ACPMP082 selecting strategies that concepts and refine concepts and ACPMP084 have been successful strategies to suit strategies can be ACPMP087 before and implementing different movement them in different game transferred to other ACPMP088 situations situations games and sports i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Questions? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Recording your thoughts Add thoughts, insights and questions from session 2 to either of the following: • Padlet • Workbook https://padlet.com/janice9/gladstone_ctiq i n . c o m j a n i c e a t k EDUCATION CONSULTANT
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