Marking scholarship essays!Monique Van Groenewoud St Cuthbert’s College
Plan for the session Nuts and bolts A context for your learning - Performance Improvement 2009
Unpacking the content schedule Unpacking Critical Thinking Unpacking the 8 levels of performance & marker codes
Analysis of a student essay Comparing results to the examiner’s mark Completing a PMI Other helpful ideas
Session evaluation (KWL) Marking one student’s essay
Shared marking Content overview
Scholarship – Nuts & Bolts
NZQA website is where you will find: The Scholarship PE Performance Standard The current Assessment Specifications Past Examinations, Assessment Schedules, Reports and some
student exemplars http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-physical-education
Auckland PENZ wikispace is where you will find: Auckland PENZ Scholarship workshop series of resources for
2012http://aucklandpenz.wikispaces.com/Scholarship+Workshops/
Student essay samples
Gaining Scholarship Although results vary from year to year…
To gain scholarship,
○ a total score of 13 is likely to be the minimum standard.
To gain outstanding scholarship,
○ a total score of 18 is likely to be the minimum standard.
2009 Q3 Performance Improvement Consider the following three extracts demonstrating a range of
opinions on whether athletes are made or born:
““Ever dreamed of standing atop a podium and having a medal placed around your neck? … How much is athletic prowess due to genetics and how much is due to training and environment?” Torgan (2002)
“Athletic records are broken year after year, and the limits of human performance continue to be debated … Is there any limit?”Quinn (2008)
“One possibility is that some people are simply natural born superhumans … – the key to gaining the ultimate competitive advantage may be hidden in our genes.” Geddes (2007)
Drawing on your knowledge and experience of factors that lead to performance improvement, critically evaluate whether athletes are made or born.
Illustrate your answer with appropriate examples from your own knowledge and experience.
2009 Content Schedule Evidence (Left column)
The candidate:The initial statement covers what
is expected in taking a position.
A critical evaluation should include…The section covers what is
expected in the essay.
The candidate may consider…This section gives a detailed
account of knowledge that could be covered in this question.
Judgement (Right Column)
Descriptors for performance levels are blocked into pairs: Outstanding (7-8 marks) Excellent (5-6 marks) Sound (3-4 marks) Basic (1-2 marks)
Overall a student would expect to get scholarship with a combined mark of at least 13 across the 3 essays.
This total can vary from year to year
The Mark Schedule
The question is focused on examining if the candidate can critically evaluate the notion whether athletes are “made” or “born”.
The student’s answer must provide a reasoned argument that integrates knowledge about factors impacting on performance improvement (biophysical and socio-cultural)
Key elements of the essayA critical evaluation should include: DEPTH & BREADTH of knowledge
drawing on biophysical and socio-cultural factors
Examples – research, own experience, wider society
Taking a position from both viewpointsMade AND born
Some factors more/less important in specific circumstances
Athletes are “born” + “made” i.e. synthesis of genetics + training + socio-cultural factors
“Born” - Genetic factors can give advantage
“Made” - Training & Socio-cultural factors develop the athlete
Consider environmental factors (SPEECH factors) on opportunities to participate and improve
Key elements continued
What is critical evaluation? Is a synthesis of ideas Evaluating against something Making a valid judgement based on personal
experience, readings, gathered information Evaluating what worked, why/why not. Whether there
was anything else that could have been done Challenging assumptions Providing personal ideas backed up with reasoning Finding solutions based on critical and creative
thinking, that may change things
What do some of the words mean?PRO’S & CON’S
The ability to interpret the:Good and/or bad points.Direct and indirect effects.Barriers vs enablers.Strengths vs weaknesses
COMPARE & CONTRASTLook at different facets of the problem.Identify similarities and differences.
CHALLENGING BELIEFS & ASSUMPTIONSDistinguish between fact, opinion and
inferences.
Recognises and analyses assumptions
○ old wives tales ○ urban myths ○ out of date information
Challenging sweeping statements
BIASUnderstanding a bias may be presentStudies/data may reflect a personal agendaInformation may only consider one side of the
argumentDefinitions are open to interpretation
SYNTHESISThe process of combining different ideas,
information, influences, and/or personal judgements into a new statement.
Developing a critical stanceEncourage students to look at the world with
fresh eyes…A critical stance is a position that:
Is not on the fence
Is not at the extreme ends of a continuum
Considers both & of a single situation
Considers multiple views that vary according to the specifics of a situation
Challenges underlying assumptions, stereotypes and privileged positions
For Example:
Video is sometimes helpful because it allows me to see myself and I get a clearer picture of what I am doing, than when I am told what to do. However, at the cognitive stage of learning I do not have the knowledge base to correctly identify errors, so video would be more helpful when I am better at detecting errors or I have a coach alongside me helping to identify what I should look at….
Broad Sociological Issues
Also encourage students to consider the bigger picture…One size fits all ~ individual needs/differences are
not consideredScientism & Technocentricity ~ a focus on
quantitative measurement & scientific proof, which is perceived to be superior
The body as a project ~ a focus on improvement without considering other aspects of wellbeing
Commodification ~ using the body, sports profile, etc for monetary gain
Healthism ~ a focus on the individual’s responsibility on their wellbeing without consideration of other influencing factors
Hegemony ~ advantage, privilege, the hidden strategies to maintain power imbalances in society
Critical thinking/ evaluating
Tools & Strategies
Debono’sCritical
Thinking Hats
(add bias after white)
Compare And
Contrast
PMIS(Plus, MinusIssues,
Suggestions)
Reasonable/
Inspiration
SPEECH
Court room
battles
3 Storey Intellect Model
CAMPER
Fact vs opinion chart
3 level Guid
e
DATT tools
The Levels of Performance Poor ~ 1 to 2 marks
Ideas stated, information recalled. The candidate shows no evidence of critical evaluation and demonstrates a basic understanding of physical education, arising from both theoretical knowledge and practical application.
Level 2: Well below the
standard No critical thinking or
evaluation Or an incomplete
response, e.g. may only write a few paragraphs in response to the question
No development of ideas.
Level 1: A long way below the
standard Incomplete response,
e.g. may only write a few paragraphs in response to the question
No development of ideas
Blank answer, or irrelevant evidence.
Key words/concepts at level 1-2Poor Performance
The Levels of Performance Poor ~ 1 to 2 marks
Key Elements: NO Critical Evaluation
Minimal Theoretical / Practical application
2 = Some evidence of relevant subject knowledge
1 = Minimal evidence of relevant subject knowledge
The Levels of Performance Sound ~ 3 to 4 marks
Critically evaluates information to demonstrate an informed understanding of physical education, arising from both theoretical and practical application.
The candidate attempts to address the question – is able to apply some relevant understanding. Reasonably well organised, inconsistencies evident, superficial coverage and examples do not relate to or detract from the answer.
Level 4: Borderline to the
standard Some critical thinking
without critical evaluation
Increasing repetition, breadth and lack of depth / development of ideas.
Level 3: Below the standard Little critical thinking
and no critical evaluation
Merely a response, recall, summary, description, explanation, evaluation of the question.
Key words/concepts at level 3-4Sound Performance
The Levels of Performance Sound ~ 3 to 4 marks
Key Elements: Little/Some Critical Thinking
Theoretical + Practical applicationSuperficial coverage
Some relevant knowledge from Biophysical, Socio-cultural, Performance improvement
theory
4 = Some Critical Thinking + Breadth3 = Recall + Evaluation
The Levels of Performance Excellent ~ 5 to 6 marks
The candidate’s response critically evaluates information to demonstrate an holistic understanding of physical education, arising from both theoretical and practical application though not to the same standard as for the outstanding candidate.
Level 6: Critical evaluation An answer worthy of
Scholarship No repetition of ideas Some aspects of the
answer lack development or depth
Critically answers the question.
Level 5: At scholarship standard Some critical evaluation Some repetition of
ideas Critically answers the
question More evidence of depth
and development of ideas being sacrificed in order to be more encompassing / breadth.
Key words/concepts at level 5-6Excellence Performance
The Levels of Performance Excellent ~ 5 to 6 marks
Key Elements: Critical EvaluationTaking a position
LogicalBreadth is evident
Performance Improvement =Biophysical + Socio-cultural +
Training/PracticeSynthesis of Genetic + Environment + Training
6 = Balance between Theory + Application + No repetition
5 = More breadth with less depth + Repetition + Issues with fluency/logic
The Levels of Performance Outstanding ~ 7 to 8 marks
The candidate’s response demonstrates depth of understanding and breadth of knowledge through a high level of sophistication across a range of factors including integration of ideas, original thought, fluency, and logical and precise communication. There is a balance in the integration of theory and practice.
Key words/concepts at level 7-8Outstanding Performance
Level 8: Critical evaluation Outstanding Holistic and creative in
most aspects Depth in development
of ideas Best that could be
reasonably expected in the time available.
Level 7: Critical evaluation Outstanding, but lacks
consistent creativity and synthesis of ideas generated by a candidate that earns an 8
Depth in the development of ideas.
The Levels of Performance Outstanding ~ 7 to 8 marks
Key Elements: Critical Evaluation
Justifying a positionLogical + Integrated ideas
Depth + Breadth + Creative IdeasPerformance Improvement =
Biophysical + Socio-cultural + Training / Practice
8 = Clear demonstration ~ No modifications7 = Clear demonstration ~ Minor modifications
with synthesis & creativity
Marking Codes - 2009 mark guideHigh mark CodesD – Defined/Definition
R – Referenced /Quotes/Statistics
SK – Subject Knowledge
A – Applied
OE – Own experience
EID – Explained in detail
CT – Creative thinking/Suggestions
CR – Critical
EV - Evaluation
CREV – Critical Evaluation
JPO – Justified position
Lower mark CodesEX – Explained
PO – Position
GS – General/Statement
AS – Assumption
RD – Requires development
N – Negates Argument
IR – Irrelevant
REP - Repetition
Question Specific Codes• BPF – Biophysical Factors (includes
genetic and training factors)• SCF – Socio-cultural Factors (SPEECH)• FIP – Factors Influencing Performance
Essay Analysis – Think, Pair, ShareDivide the analysis task between 3-5
markers.Each marker makes notes for 1+ of the
following:
Examples of critical thinking, critical evaluation, and a justified position related to the question
Biophysical factors involved in performance improvement (Check for breadth & depth)
Socio-cultural factors involved in performance improvement (Check for breadth & depth)
Creative suggestions, integration, logical structure Problems – repetition, negating argument,
irrelevant material, making assumptions, general knowledge/statements
Share evidence
Share your findings in the group.
What was covered in depth?
What was covered superficially?
Use the master or the assessment schedule to identify the significant gaps. What were the gaps?
Review the marker’s codes
What mark should this essay receive?
A quick reference guideCritical Evaluation
Justifying a positionLogical + Integrated ideas
Depth + Breadth + Creative IdeasPerformance Improvement =
Biophysical + Socio-cultural + Practice/Training
1 = Minimal evidence of relevant subject knowledge2 = Some evidence of relevant subject knowledge3 = Recall + Evaluation4 = Some Critical Thinking + Breadth5 = More breadth with less depth + Repetition + Issues with
fluency/logic6 = Balance between Theory + Application + No repetition7 = Clear demonstration ~ Minor modifications in synthesis
and creativity 8 = Clear demonstration ~ No modifications
Providing feed-forward to students
Use the following as a checklist for marking the essay
Critical EvaluationJustifying a position
Logical + Integrated ideasCreative Ideas
Biophysical + Socio-cultural + Concepts related to the questionDepth + Breadth
Create a summary of theory content covered in the essay
Biophysical + Socio-cultural + Concepts related to the questionDepth + Breadth
Complete the PMI as follows: PLUSES – identify any strengths in the essay(s) MINUSES – identify any significant gaps in the essay(s) ISSUES – what problems are evident in logic and/or structure
Next steps
Use the PMI tool to …Provide feedback on individual essaysProvide feedback to your scholarships
students as a groupInform your scholarship teaching
programme by identifying what is still required.
Further ideas that help
Having your scholarship students mark essays is a valuable learning strategy for them too.
Develop a bank of resources. Your resource bank of essays…
○ Range of marks from level 4 to 7
○ Full range of essay topics
Ask students to return their essays
KWLPlease share with us one
thought from the following questions…
What did you know? What did you want to
know? [What have we missed?]
What have you learned?
Now what… What are your next steps?
Concepts related to Planning Programmes Purpose – considering individual motivations Benefits and Risks Analysis Goal setting Planning (MOT’s & POT’s if applicable) Logistical considerations Monitoring Barriers and Enablers Socio-cultural influences
Concepts related to Health Promotion Desired outcomes of Health Promotion
Contribute to wellbeingFoster active participationBehaviour change, self-empowerment and collective
action
Models of Health PromotionBehaviour change modelSelf-empowerment modelCollective action model
Concepts related to Health Promotion An action competency strategy for
health promotion Research and critical thinking to identify issue
and gain insightCreating a vision including catering for individual
needsUnderstanding barriers and enablersPlanning and acting (logistical considerations)Reflecting and evaluating (effect on wellbeing)
Concepts related to Health Promotion What is quality physical activity
SPARC & other recommendations
Effects of PA on WellbeingBenefits of PARisks of PA
SPEEECH influences on PA patterns Societal Political Economic Environmental Ethical Cultural Historical
Concepts related to Issues, Trends and Events
A critical examination of the SPEECH influences on an issue. trend or event
A critical examination and questioning of the ‘facts or evidence’ that support or refute the existence of the issue, trend or event
The critical reflection of the likely impact of the issue trend and event on society