Developing effective faculty processes for quality assessment Assessment

Developing effective faculty processes for quality assessment

Assessment is about helping students to learn better. . . . rather than just get a better grade.

To collect information about students’ learning To make judgments about: • quality of student learning • quality of our teaching

Collaboratively plan teaching programs which clearly state the intended learning Collaboratively develop common assessment practices

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

Step 1: What do we want students to learn? Use handout # 2 – Key concepts and skills • • Identify the key concepts Define relationships Identify key skills Identify contexts for teaching concepts and skills Build a picture of what students need to learn

Context road safety Concept 3 Concept 4 • lifelong physical activity • managing change Context mental health Concept 2 Concept 5 • making safe choices • understanding movement and skills Concept 1 PDHPE Concept 6 Stage 4 • taking action to promote health • self identity Context alcohol and other drugs Context games and sports

Context road safety Concept 3 Concept 4 • lifelong physical activity • managing change Context mental health Concept 2 Concept 5 • making safe choices • understanding movement and skills Concept 1 PDHPE Concept 6 Stage 4 • taking action to promote health • self identity Context alcohol and other drugs Context games and sports

Context gymnastics Context Skill 3 Skill 4 • moving • interacting risk taking Skill 2 Skill 5 • communicating • problem solving Skill 1 Skill 6 • decision making Context food and nutrition • composing PDHPE Context dance

Unpacking learning expectations • For each of the concepts and skills, identify the learning expectations described within the: – outcomes – learn to’s – stage statements. Build a picture of how well students need to learn

Handout 4: PDHPE example Concept Respectful relationships Outcome 5. 3, 5. 6 Outcome Understanding movement 5. 4, 5. 5 Learn to: • • explore how the appropriate use of personal power can contribute to positive relationships experiment with the application of simple mechanical principles to enhance performance Stage statement Demonstrates understanding and skills for healthy relationships Can compose, perform and assess movement in games / gymnastics/ dance

Pause the video now to complete Handout 4

Step 2: What do we assess? Map where concepts and skills are currently taught and assessed • How/when are they currently assessed? • Are there any gaps (e. g. concepts or skills not taught? ) • Are there opportunities to teach/assess multiple concepts or skills simultaneously? • Does your current assessment program prioritise some concepts and skills over others? Build a picture of what learning is valued by assessment