Before we DO assessment we need to THINK ABOUT what we are doing and why we are doing it

Before we DO assessment we need to THINK ABOUT what we are doing and why we are doing it.

ASSESSMENT

INSTRUCTION

CURRICULUM

In good teaching, curriculum, instruction and assessment are woven together. They are inseparable and as such, give coherence and strength.

Fair Assessment♥ performance criteria clearly defined ♥ students are involved and informed ♥ focuses on student learning♥ formative assessments are not used for

grading (assessment for learning)♥ summative assessment is used for

grading (assessment of learning)♥ continuous and ongoing ♥ meaningful♥ variety of strategies (performance tasks,

products, observations, conversations)

Too Many, Too Much!♥ Start with the “Big End” In Mind!♥ Cluster the Learning Outcomes♥ Develop Essential Questions♥ Design Backwards ♥ Develop an Assessment,

Evaluation, Reporting (AER) Plan♥ Align AER with 5 GLO’s♥ Keep it focused and simple!

Assessment

♥ For Learning – how much the student already knows, doesn’t know, if they are learning

♥ As learning – focuses on student involvement and taking responsibility for their learning and assessing

♥ Of learning – identifies what students know or do, what they have achieved, shows ranking

Backward Design Steps♥ Content Focus: Choose a topic, skill or game theme, or physical

activity/sport♥ Cluster: What is the student expected to know and/or be

able to do? Read through grade-specific outcomes and identify the slo’s that are relevant or related to the topic (identify the knowledge outcomes and skill outcomes that fit)

♥ Goal(s), Key Understandings, and Essential Questions: Determine the overarching “essential questions” that capture the essence of what the student will learn based on the cluster of outcomes.

♥ Assessment Evidence: How is the student going to show “for” and “of” learning? What are the criteria)? Identify the assessment strategy(ies) and tool(s) that will be used as acceptable evidence. For example:

☺ Observation: Checklist ☺ Performance Task (project): Scoring Rubric☺ Journal entry: Inventory☺ Performance Task (Game): Checklist

♥ Learning Experiences: How is the student going to learn it? What learning resources will be used? To what subject area(s) can a connection be made? (within, between, beyond)

♥ How will we judge our unit designs?

Unit and Assessment Plan Examples

S2 Nutrition UnitS2 Fitness Unit

S2 Golf Unit

If you want to fatten a pig, you don’t do it by

weighing it!

Putting Assessment

Assessment Terms

People Search

Why Why assess?assess?

to motivateto predict

to determine astarting point

to diagnosefor instructor

evaluation

for selectionfor placement

for research

for public relationsfor grading

students

justificationfor change

to improve

learning

for program

evaluation

04/22/23

Manitoba Guidelines for Assessment,

Evaluation, and Reporting

Reporting Guidelines

(p.197 Framework)♥ Review/develop

assessment and reporting policies to align with new integrated PE/HE curriculum at local level

♥ Final marks on report cards are stated as percentages for Grade 6 and up

♥ Marks/grades are based on the learning outcomes (the 5 GLO’s)

♥ Weighting of marks is determined by the school/teacher with a higher weight on skills

♥ Reporting on student learning outcomes that are potentially sensitive is a local decision

♥ Information that is not reflective of the learning outcomes such as punctuality, attendance, dress and attitude should be reported separately

♥ Behaviour can be part of the mark when it is:☺an integral part of the specific

student learning outcomes☺observable and measurable☺serves as a performance

descriptor

♥ Fitness testing should not begin before Grade 4

♥ Results or scores of fitness tests are reported separately and are not to be part of the final mark

♥ for students with significant

cognitive disabilities, use modifications ( Individual Education Planning: A Handbook for Developing and Implementing IEP’s, Early to Senior Years 1998)

♥ for students with special needs and medical problems, use adaptations or accommodations to help students achieve the learning outcomes

Underlying Perspectives

in Grading♥ Grading is not essential for learning♥ Grading is complicated♥ Grading is subjective and emotional♥ Grading is inescapable♥ Grading has limited research base♥ Grading has no best practice♥ Grading that is faulty damages

students …and teachers.o Grade for Learning by Ken O’Connor

What does 78% in PE/HE mean?

Evaluation Plan Models