Principles of quality assessment Assessment and reporting within

Principles of quality assessment Assessment and reporting within an A-E framework

What is my why? https: //trustworks. files. wordpress. com/2013/08/complicated. jpg

Quick quiz

Heads (true) or tails (false) • If a student fails to bring their uniform for PE on the majority of occasions they can’t achieve a C or higher in HPE. • A student in Year 3 can’t achieve an A as they would have nowhere to go in Year 4. • Only students who are accomplished sports people could achieve an A in HPE.

Heads (true) or tails (false) • You can assess students on effort and participation in HPE. • If a student is always getting into conflicts with peers in class they can’t score a C or above. • Every student must do the same task if it counts towards their report grade.

A-E within the context of Health and Physical Education A step-by-step process

Step 1: identify the understanding and skills that are the focus of your unit

Sample units of work

Identifying understanding and skills Understanding / skills Understand the recommendations for physical activity and sedentary behaviour Understand link between being active and being healthy and well Make plans to be more active at school Achievement standard Content

Step 2: identify elements of the achievement standard that address the understanding and skills you are teaching

Identifying curriculum expectations Understanding / skills Achievement standard Understand the recommendations for physical activity and sedentary behaviour Students interpret health messages and discuss the influences on healthy and safe choices. Understand link between being active and being healthy and well Students understand the benefits of being healthy and physically active Make plans to be more active at school Students use decision making and problem solving skills to select and demonstrategies that help them stay safe, healthy and active. Content

Step 3 - Aligning content to achievement standards and understanding and skills

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

Identifying curriculum expectations Understanding / skills Achievement standard Content Understand the recommendations for physical activity and sedentary behaviour Students interpret health messages and discuss the influences on healthy and safe choices. ACPPS 039 ACPMP 046 Understand link between being active and being healthy and well Students understand the benefits of being healthy and physically active Make plans to be more active at school Students use decision making and problem solving skills to select and demonstrategies that help them stay safe, healthy and active. ACPPS 036 ACPMP 046

Step 4: Translating to learning goals

Understanding / skills Achievement standard Content Learning Goals Understand the recommendations for physical activity and sedentary behaviour Students interpret health messages and discuss the influences on healthy and safe choices. Know: ACPPS 039 physical activity and ACPMP 046 sedentary behaviour recommendations Understand link between being active and being healthy and well Students understand the benefits of being healthy and physically active Understand: strategies for reducing ACPPS 036 sitting / sedentary time ACPMP 046 and increasing physical activity levels Students use decision Make plans to be more making and problem ACPPS 036 Do: create physical activities active at school solving skills to select ACPMP 046 that they can play with and demonstrate friends in the playground strategies that help them stay safe, healthy or at home. and active.

Questions?

A-E within the context of Health and Physical Education Session 2

Step 5: Planning to assess learning and to report to parents

What do you currently assess and report? Source: https: //leachlegacy. ece. gatech. edu/abbeville/misc/Report. Card. jpg

Make a judgement about student achievement Aqua 8 Task 1 Task 2 Essay Book Test Group task Anderson Joel D C 12 � 21. 5 C Beattie Sam B A 18 � 25 A Venuti Stefan A B 15 20 A Poor/ needs attention Assessment of Learning Anderson Joel Beattie, Sam Venuti Stefan One Grade in Class/Semester

Assessment as an integral part of learning What learning activities, tasks or performances within your existing unit. . . will provide students with an opportunity to demonstrate evidence of their learning?

What constitutes evidence? (assessment tools) • • • work samples practical performances 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

Evidence of learning • researching the recommended times for daily physical activity and daily sitting/sedentary behaviour • proposing ways to increase their level of activity at school and at home • describing the positive feelings associated with participation in physical activities • designing a new active game that can be played in the playground or at home with friends • teaching their game to the class and explaining how it increases physical activity and improves health.

Recording evidence

Step 6: Reporting on levels of achievement

Tas A-E statements • A indicates that a student is performing well above the standard expected • B indicates that a student is performing above the standard expected • C indicates that a student is performing at the standard expected • D indicates that a student is approaching the standard expected • E indicates that a student is performing below the standard expected.

Approaching the standard (D) At standard (C) Above the standard (B) identifies only some elements of the recommendations identifies the recommended times for daily physical activity and daily sitting explains the importance of meeting the recommendations for daily physical activity identifies a simple way to increase their activity levels with teacher guidance proposes ways to increase their level of activity at school and at home proposes a wide range of realistic ways to increase physical activity at home and at school provides a basic description or identification of a feeling associated with participation describes the positive feelings associated with participation in physical activities describes a range of feelings including physical and emotional feelings that are associated with participation needs extensive guidance to design a new game or makes very minor modifications to an existing game designs a new active game that can be played in the playground or at home with friends shows initiative in the group to lead the design process for creating a new and innovative game lacks confidence presenting to the class and provides a very basic explanation of how the game can increase physical activity teaches the class their game and explain how their game increases physical activity and improves health shows leadership in teaching the game to the class and provides a detailed explanation for how it improves health

Exploring levels of achievement • ACARA work samples http: //www. australiancurriculum. edu. au/health-and-physicaleducation/curriculum/f-10? layout=1 • Queensland standard elaborations https: //www. qcaa. qld. edu. au/p-10/aciq/standards-elaborations/p 10 -hpe

Questions?

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