30 March 2009

Designing The Best Curriculum and Designing The Best Curriculum and Assessment possibleAssessment possible

Crichton CasbonCrichton Casbon

Lancashire LA Physical Education ConferenceLancashire LA Physical Education Conference

Physical EducationPhysical Education

30 March 2009

PurposePurpose

To:To:

• Have a conversation about the power of assessment Have a conversation about the power of assessment

• Set out principles that underpin powerful assessmentSet out principles that underpin powerful assessment

• Explore how to set up a sensible assessment systemExplore how to set up a sensible assessment system

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The Power of AssessmentThe Power of Assessment

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Assessment is powerful…Assessment is powerful…

Because… Because…

• ……it is the only way we can achieve things we have never it is the only way we can achieve things we have never achieved beforeachieved before

• ……it is the only way we can develop personal aspirationsit is the only way we can develop personal aspirations

• ……it is the only way we can bring about progress and it is the only way we can bring about progress and achievementachievement

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Assessment is powerful…Assessment is powerful…

• ……because of the way it makes you feelbecause of the way it makes you feel

• We’ve heard said that long after you’ve forgotten what they said or even what they did, you’ll remember how they made you feel.

• When Henry Ford allegedly said ‘If you believe you can or you can’t… you’re probably right’ he recognised the role of self-belief in achievement.

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3. develop good personal qualities, attitudes, knowledge and skills

2. develop self-belief

1. feel valued

4. have aspirations

When it helps want our learners to:

Assessment is powerful…Assessment is powerful…

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Assessment is powerful…Assessment is powerful…

……when it helps each of our learners to:when it helps each of our learners to:

• become the person they want to bebecome the person they want to be

• develop good relationships, especially with family and develop good relationships, especially with family and close friendsclose friends

• learn the stuff they need to get on in lifelearn the stuff they need to get on in life

• make the difference they want to makemake the difference they want to make

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For reflectionFor reflection

• How powerful is your approach to assessment?How powerful is your approach to assessment?

• What could you do even better?What could you do even better?

• What might you need to do differently?What might you need to do differently?

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What are the principles underpinning What are the principles underpinning powerful assessment?powerful assessment?

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Powerful assessment is based on…Powerful assessment is based on…

• ……being clear about what needs to be learned and being clear about what needs to be learned and achieved, and what quality looks likeachieved, and what quality looks like

• ……having a deep understanding of the experiences and having a deep understanding of the experiences and processes of learning that will bring these aboutprocesses of learning that will bring these about

• ……being systematic in providing the information, being systematic in providing the information, encouragement and direction to bring about successencouragement and direction to bring about success

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Powerful assessment is based on the Powerful assessment is based on the processes of…processes of…

• ……looking and listeninglooking and listening

• ……asking questionsasking questions

• ……providing feedbackproviding feedback

• ……discussing options and solutionsdiscussing options and solutions

• ……making comparisonsmaking comparisons

• ……making judgementsmaking judgements

• ……moving on with actions that come from the questions moving on with actions that come from the questions why, what and how?why, what and how?

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Powerful assessment is based on…Powerful assessment is based on…

• ……defining outcomes to be achieved in terms of what you defining outcomes to be achieved in terms of what you want to want to seesee and and hearhear in learners, in learners,

• ……taking action to bring about the outcomes, taking action to bring about the outcomes,

• ……keeping track of emerging impact and progress keeping track of emerging impact and progress towards the outcomes, and towards the outcomes, and

• ……making decisions to increase the rate of progress and making decisions to increase the rate of progress and level of achievement. level of achievement.

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Powerful assessment is based on..Powerful assessment is based on..

• ……developing a clear picture of improvement, progress developing a clear picture of improvement, progress and achievement over time, and this means recognising and achievement over time, and this means recognising that…that…

– data is shorthand for the words you haven’t time to usedata is shorthand for the words you haven’t time to use

– data only becomes information when it is socially processeddata only becomes information when it is socially processed

– data should lead to questions not assumptionsdata should lead to questions not assumptions

– pictures and descriptions are more powerful than bald facts and pictures and descriptions are more powerful than bald facts and figuresfigures

– subjective evaluation that is moderated and standardised is subjective evaluation that is moderated and standardised is clearer and more powerful that narrow objective measurementclearer and more powerful that narrow objective measurement

– all data should be used to bring about decisions and actionall data should be used to bring about decisions and action

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What do these pictures of What do these pictures of achievement show?achievement show?

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What do we want to achieve?What do we want to achieve?

What if…What if…

Part 1

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What could we achieve?What could we achieve?

……then…?then…?

What could our What could our learners achieve and learners achieve and become?become?

Part 1

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Maximum performer

Problem solver

Expressive communicator Accurate

replicator

Maximum performer

Accurate replicator

Outwitter

Exerciser for wellbeing

Leader

com

mitm

ent

understandingactive and healthy

skill

conf

iden

cethinking for

yourself

strength suppleness

stamina

keen to improve

enjoy

different

activities

official

leader

trainer

performer

spectator

participant

team player

creative decision maker

independent thinker

choreographerself esteem

physio

What do we What do we want to achieve?want to achieve?

Part 1

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What is Physical Education about?What is Physical Education about?

• physical competence and skilfulnessphysical competence and skilfulness

• physical growth and developmentphysical growth and development

• confidence in and enjoyment of physical activityconfidence in and enjoyment of physical activity

• knowledge of what success looks like and how to knowledge of what success looks like and how to succeedsucceed

• personal, social and emotional health and wellbeingpersonal, social and emotional health and wellbeing

Part 1

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Developing skills and physical competence

Understanding how to succeed and make good decisions

Growing and developing the body

Developing a love for physical activity and confidence to get involved

The learner

The skilful physical being

The confident thinking being

Part 1

A picture of physical competence and effective performance

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How do we achieve these outcomes?How do we achieve these outcomes?

• developing physical competence - balance, coordination and dexteritydeveloping physical competence - balance, coordination and dexterity

• working physically to grow and develop the body systems and working physically to grow and develop the body systems and structuresstructures

• experiencing enjoyment and success to develop a love for physical experiencing enjoyment and success to develop a love for physical activity and the confidence to get involvedactivity and the confidence to get involved

• developing knowledge and understanding about how to succeed and developing knowledge and understanding about how to succeed and what decisions to make in a range of activitieswhat decisions to make in a range of activities

• developing knowledge and understanding about what’s good quality developing knowledge and understanding about what’s good quality movement and performance and what to do to improve it and make movement and performance and what to do to improve it and make progressprogress

• developing understanding about how physical activity is part of healthy developing understanding about how physical activity is part of healthy livingliving

Part 1

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For reflectionFor reflection

• How well do you approaches to assessment support How well do you approaches to assessment support your curriculum?your curriculum?

• What could be even better?What could be even better?

• What might you need to change?What might you need to change?

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What would make a powerful What would make a powerful assessment system?assessment system?

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A powerful assessment system will…A powerful assessment system will…

• ……focus on the learner’s needs rather than the school’sfocus on the learner’s needs rather than the school’s

• help develop successful learnershelp develop successful learners

• recognise strengths and areas for development and recognise strengths and areas for development and clearly identifies ways for the learner to progressclearly identifies ways for the learner to progress

• reflect the learner’s needs and brings about attainment reflect the learner’s needs and brings about attainment and progressand progress

• encourage learners to take a central role in their own encourage learners to take a central role in their own assessment assessment

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A powerful assessment system will…A powerful assessment system will…

• value and profile a wide range of attitudes, dispositions value and profile a wide range of attitudes, dispositions and skills as well as achievements in subjectsand skills as well as achievements in subjects

• draw on a broad range of evidence, including beyond the draw on a broad range of evidence, including beyond the schoolschool

• involve those that know the learner best- parents, peers, involve those that know the learner best- parents, peers, members of the wider communitymembers of the wider community

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A powerful assessment system will…A powerful assessment system will…

• Link assessment to national standards forLink assessment to national standards for

– consistency within and across schoolsconsistency within and across schools

– tracking progresstracking progress

– evaluating impactevaluating impact

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A powerful assessment system will…A powerful assessment system will…

• ……ensure a good rhythm of assessment with a proper ensure a good rhythm of assessment with a proper and effective balance between:and effective balance between:

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Some successful approachesSome successful approaches

• Core tasks – build the notion of progression into Core tasks – build the notion of progression into curriculum design rather than assessment criteriacurriculum design rather than assessment criteria

• Develop a system of witnesses and celebrationDevelop a system of witnesses and celebration

• Focus on success and its development rather than relative Focus on success and its development rather than relative failures and what is missingfailures and what is missing

• Use technologyUse technology

Putting the learner at the heart of Putting the learner at the heart of assessmentassessment

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For reflectionFor reflection

• What could you do to improve the systems of What could you do to improve the systems of assessment in your school / college?assessment in your school / college?

• What could be even better?What could be even better?

• What needs to change?What needs to change?

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What is your disposition in What is your disposition in relation to assessment?relation to assessment?