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janiceatkin.comE D U C AT I O N C O N S U LTA N T
Assessment and reporting within an A-E framework
• Go to https://janiceatkin.com/assessment-workshop-NSW/
• Watch video for prior viewing • Fill out the assessment reflection on page 3.
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What is my why?
https://trustworks.files.wordpress.com/2013/08/complicated.jpg
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What is your why?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording your thoughtsAdd challenges, thoughts, insights and questions to either of the following:
• Padlet
• Workbook
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What I want you to walk away with
• Solutions to challenges currently being experienced
• Picture of what achievement looks like in the “new” PDHPE
• Practical processes for planning teaching, assessment and reporting.
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Workshop activity
Challenges you are experiencing with assessing PDHPE
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Setting the scene
Why do we assess and
why A-E?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Assessment is about helping students to learn better ....
.... rather than just get a better grade.
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Assessment should ...
• inform teaching and learning
• provide quality feedback to students
• provide a basis for reporting to parents.
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Assessment should ....
Elicit a range of performance
Provide multiple ways and opportunities to demonstrate understanding and skills
Provide timely, quality feedback.
janiceatkin.comE D U C AT I O N C O N S U LTA N T
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
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Planning process for teaching, assessing and reporting of the
”new” PDHPE
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Making the links
Whatdowereport?
Whatdowerecord?
Whatdoweassess?
Whatdowewantstudentstolearn?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Shifting the focus of our programs
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Traditional HPE programs
• unintentionally label students• focus on individual responsibility• provide a one-size-fits-all
approach• focus on what not to do• provide information hoping to
influence attitudes and behaviours
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Shifting the focus to …• explore how they make sense of
themselves in local and global context • focus on how young people DO health
and physical activity• see health and physical activity as
practices NOT outcomes• recognise the varied influences on
how they behave and the choices they make
janiceatkin.comE D U C AT I O N C O N S U LTA N T
understanding our students helps us identify the most valuable learning
experiences
janiceatkin.comE D U C AT I O N C O N S U LTA N T
understanding our students helps us prioritise what we teach
janiceatkin.comE D U C AT I O N C O N S U LTA N T
understanding our students helps us make programming decisions
janiceatkin.comE D U C AT I O N C O N S U LTA N T
understanding our students helps us plan for student engagement
janiceatkin.comE D U C AT I O N C O N S U LTA N T
understanding our students helps us say no!
janiceatkin.comE D U C AT I O N C O N S U LTA N T
They want to do something
that makes a difference now
What students told us ...
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What does that mean for you?
Give them real world problems to solve
and an audience to hear their solutions ...
make the learning feel essential!
janiceatkin.comE D U C AT I O N C O N S U LTA N T
help students think more critically about what it takes to create real change...
...for themselves ... for others
... and for their communities.
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Reflecting on the “real world” of your students
• What challenges do they face?
• What do they value?
• What are they concerned about?
• What do they want to change?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What are the behaviours, decisions and actions that children and young people
engage in that you are trying to influence through teaching HPE?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
• What are the other contextual influences on these behaviours, actions and decisions?
• What skills and understandings can help a young person to deal with these influences?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Step 1: What do we want students to learn?
• Identify key skills• Identify key understandings• Identify contexts for learning these
understanding and skills
Build a picture of why that learning matters
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Identifying key learningsUnderstanding/
SkillsOutcomes Content Learning
expectationperform specialisedmovement skills by combining movement concepts. Apply, adapt and vary movement skills with increased confidence and precision (Movement skills –fundamental movement)Apply movement concepts and select tactics to create,perform and solve movement challenges (Movement skills –tactical movement)
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording your thoughtsAdd thoughts, insights and questions from session 2 to either of the following:
• Padlet
• Workbook
janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Unpacking learning expectations
• For each of the understandings and skills, identify the learning expectations described within the DRAFT:– Outcomes– Content
Build a picture of how well students need to learn
janiceatkin.comE D U C AT I O N C O N S U LTA N T
The “new” PDHPE
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Unpacking learning expectationsUnderstanding/
SkillsOutcomes Content Learning
expectationperform specialisedmovement skills by combining movement concepts.
Refines, applies and transfers movement skills in a variety of dynamic PA contexts (PD 4-4)
ACPMP080ACPMP082
Apply, adapt and vary movement skills with increased confidence and precision (Movement skills –fundamental movement)
Transfers and adapts solutions to complex movement challenges (PD 4-5) 1st dot point
ACPMP080
Apply movement concepts and select tactics to create,perform and solve movement challenges (Movement skills –tactical movement)
Demonstrates how movement skills and elements of movement can be adapted and transferred to enhance and solve movement challenges (PD 4-11)
ACPMP082ACPMP087
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Identifying learning expectationsUnderstanding/
SkillsOutcomes Content Learning
expectation
perform specialisedmovement skills by combining movement concepts.
Refines, applies and transfers movement skills in a variety of dynamic PA contexts (PD 4-4)
ACPMP080ACPMP082
analyse their own performance and use
feedback to refine their movement skills
Apply, adapt and vary movement skills with increased confidence and precision (Movement skills –fundamental movement)
Transfers and adapts solutions to complex movement challenges (PD 4-5)
1st dot point ACPMP080
explain and justify the movement concepts and
strategies selected in different game situations
Apply movement concepts and select tactics to create,perform and solve movement challenges (Movement skills –tactical movement)
Demonstrates how movement skills and elements of movement can be adapted and transferred to enhance and solve movement challenges (PD 4-11)
ACPMP082ACPMP087
select strategies that have been successful before and implement them in different game
situations
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Questions?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Take 5• 5 squats
• 5 jumping jacks
• 5 arm circles
• 5 “looking for the chicken”
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Making the links
Whatdowereport?
Whatdowerecord?
Whatandhowdoweassess?
Whatdowewantstudentstolearn?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Make a judgement about student achievement
Aqua 8 Task 1 Task 2 Essay Book Test Group task
Report grade
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
janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Our tools of the trade
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What sorts of assessment tools and evidence do you currently use to make
judgements about student achievement?
Group relay challenge
janiceatkin.comE D U C AT I O N C O N S U LTA N T
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
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Considerations when selecting assessment tools
• time efficiency (both the students’ time and yours)
• reliability within a class• consistency of judgement across
classes
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Step 2: What do we assess?Map how understandings and skills could be
taught and assessed
• Are there opportunities to teach/assess multiple understandings or skills simultaneously?
• Would you prioritise some understandings and skills over others?
Build a picture of what learning is valued
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Identifying learning expectationsUnderstanding/Skills Outcomes Content Learning
expectationperform specialisedmovement skills by combining movement concepts.
Refines, applies and transfers movement skills in a variety of dynamic PA contexts (PD 4-4)
ACPMP080ACPMP082
analyse their own performance and use feedback to refine their movement skills
Apply, adapt and vary movement skills with increased confidence and precision (Movement skills –fundamental movement)
Transfers and adapts solutions to complex movement challenges (PD 4-5)
1st dot point ACPMP080
explain and justify the movement concepts and strategies selected in different game
situations
Apply movement concepts and select tactics to create,perform and solve movement challenges (Movement skills – tactical movement)
Demonstrates how movement skills and elements of movement can be adapted and transferred to enhance and solve movement challenges (PD 4-11)
ACPMP082ACPMP087
select strategies that have been successful before and implement them in different
game situations
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What learning activities, tasks or performances .....
will provide students with an opportunity to demonstrate
evidence of their learning?
Planning your assessment
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What might you observestudents doing, saying or
producing that shows they have learnt what you intended?
Planning your assessment
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Planning assessment opportunities
Learning expectation Assessment opportunities
analyse their own performance and use feedback to refine their
movement skills
Video analysis Peer assessment and feedbackComparison of own technique to elite athlete
explain and justify the movement concepts and strategies selected in
different game situations
HandoutJournal reflectionSmall group discussionResponse to questioning
select strategies that have been successful before and implement them in different game situations
Game play observationPeer coaching activityQuestioning of spectators or small groups -what would you do differently?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Questions?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Bringing it all together
Whatdowereport?
Whatdowerecord?
Whatdoweassess?
Whatdowewantstudentstolearn?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Collecting evidence of learning
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Step 3: Collecting and recording evidence of achievement
How can you collect and record evidence of student learning ....
.... in an efficient and valid way?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording evidence
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Observation records
Develop a recording template for your selected unit of work
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Questions?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording your thoughtsAdd thoughts, insights and questions from session 3 to either of the following:
• Padlet
• Workbook
janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Take 5• 5 shoulder shrugs
• 5 high knee runs
• 5 elephant swings
• 5 neck stretches
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Bringing it all together
Whatdowereport?
Whatdowerecord?
Whatdoweassess?
Whatdowewantstudentstolearn?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What do you currently report?
Source:https://leachlegacy.ece.gatech.edu/abbeville/misc/ReportCard.jpg
janiceatkin.comE D U C AT I O N C O N S U LTA N T
NSW A-E descriptorsA – Outstanding Achievement: The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
B – High Achievement: The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
C – Sound Achievement: The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.
D – Basic Achievement: The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills
E – Limited Achievement: The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Unpacking achievement in HPE
Approaching the standard (D) At standard (C) Above the standard (B)
interpret basic feedback and use it to refine their kicking and passing
skills
analyse their own performance and use feedback to refine their
football skills
analyse their own and others’ performances and can provide
constructive feedback to enhance performance
provides simple arguments to justify the choice of strategies selected in a narrow range of game situations
explaining and justifying the movement concepts and
strategies selected in different game situations
Provides clear explanations and justifies decisions made in a range
of different games about the strategies selected
Transfers some basic strategies to games in similar categories
selecting strategies that have been successful before and
implementing them in different game situations
evaluates the success of selected strategies and proposes alternative
strategies for greater success
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Exploring levels of achievement
• ACARA work samples
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
• Queensland standard elaborations
https://www.qcaa.qld.edu.au/p-10/aciq/standards-elaborations/p-10-hpe
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What levels of achievement would you expect of students?
• Record what sound achievement (C)looks like for your unit of work
• Record what limited (D) and high (B) level achievement looks like.
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Questions?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording your thoughtsAdd thoughts, insights and questions from session 4 to either of the following:
• Padlet
• Workbook
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Planning future directionsWhat are your next steps?
– teaching and learning– assessment processes– professional development– reporting processes
janiceatkin.comE D U C AT I O N C O N S U LTA N T
3-2-1 reflector• 3 people you will have a conversation
with when you get back to school
• 2 insights you will share with each of these people
• 1 question that you still have and need to investigate further
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Workshop evaluation
https://ja53.typeform.com/to/ITpWOW
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Want resources or training?
Email: [email protected]
