Backward mapping Processes for aligning teaching assessing and

Backward mapping Processes for aligning teaching, assessing and reporting Session 4

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

Identifying learning expectations Understanding / Skills practise and refine skills involved in invasion games develop their understanding of strategies and movement concepts associated with invasion games Achievement standard Content Learning expectation understand how the concepts and strategies can be transferred to other games and sports

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

Interpreting the standards • continuum of development • read in conjunction with content • describes typical level of achievement

Identifying learning expectations Understanding / Skills Achievement standard demonstrate control and practise and refine skills accuracy when performing involved in football specialised movement (soccer) sequences and skills. develop their investigate and apply understanding of movement concepts and strategies and select strategies to achieve movement concepts movement and fitness associated with invasion outcomes games apply movement concepts understand how the and refine strategies to suit concepts and strategies different movement can be transferred to situations other games and sports Content ACPMP 080 ACPMP 087 Learning expectation ACPMP 082 ACPMP 084 ACPMP 087 ACPMP 088

Identifying learning expectations Understanding / Skills Achievement standard Content Learning expectation analyse their own performance and use feedback to refine their attacking and defensive skills demonstrate control and practise and refine skills accuracy when performing involved in football specialised movement (soccer) sequences and skills. ACPMP 080 ACPMP 087 investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes ACPMP 082 ACPMP 084 ACPMP 087 ACPMP 088 explain and justify the movement concepts and strategies selected in different game situations ACPMP 082 ACPMP 084 ACPMP 087 ACPMP 088 select and apply strategies that have been successful before and implement them in different game situations develop their understanding of strategies and movement concepts associated with invasion games apply movement understand how the concepts and refine concepts and strategies to suit can be transferred to different movement other games and sports situations

Making the links What do we want students to learn? What do we assess? What do we record?

Why do we assess? • To collect information about students’ learning • To make judgments about: • quality of student learning • quality of our teaching

Assessment should: • be relevant (linked to standards and content) • be appropriate (measures what it intends to measure) • be fair (opportunity for all students to demonstrate what they have learnt) • be accurate (reliable and valid) • provide useful information – of learning (summative) – for learning (formative)

Creating maximum learning effect – Visible learning – Transparent learning goals – Success criteria – Quality feedback Focus on performance against a standard not performance against other students Source: Hattie: Visible Learning, 2008 Routledge; ISBN 13: 9780415476188; ISBN 10: 0415476186

Our tools of the trade

Group relay challenge What sorts of assessment tools and evidence do you currently use to make judgements about student achievement?

What constitutes evidence? • • • work samples / work books practical performances peer coaching opportunities group presentations group and class discussions responses to questions observations of students working in-class tasks tests take home assignments

Considerations when selecting assessment tools • time efficiency (both the students’ time and yours) • reliability within a class • consistency of judgement across classes

Planning your assessment What might you observe students doing, saying or producing that will support you to make an on-balance judgement?

Planning your assessment What learning activities will provide an opportunity for: – students to demonstrate what they’ve learnt? – teachers to provide timely feedback?

Bringing it all together What do we want students to learn? What do we assess? What do we record?

Collecting evidence of learning

Explore the evidence of achievement Task 1 Task 2 Essay Book Test Group task Jemima Puddleduck 74% C 12 21. 5 C Thomas Engine 89% A 9 25 A Bob Workman 61% B 15 Poor/ needs attention 20 A Aqua 8

Make a judgement about student achievement Aqua 8 Task 1 Task 2 Essay Book Test Group task Jemima Puddleduck D C 12 21. 5 C Thomas Engine B A 18 25 A Bob Workman A B 15 Poor/ needs attention 20 A Assessment of Learning Jemima Puddleduck Thomas Engine Bob Workman One Grade in Class/Semester

Recording evidence

Collecting evidence of achievement How can you collect and record evidence of student learning. . . . in an efficient and valid way?

Workshop evaluation https: //ja 53. typeform. com/to/h. Rv 3 m. C