ASSESSMENT IN ASSESSMENT IN PHYSICAL EDUCATIONPHYSICAL EDUCATION

What, When, How?What, When, How?

Assessment or Evaluation?Assessment or Evaluation?

Assess = “to sit beside”Assess = “to sit beside”

– Systematically gathering evidence from a Systematically gathering evidence from a

variety of sourcesvariety of sources

– Providing students with feedback for Providing students with feedback for

improvementimprovement

(PE teachers are always assessing – why?)(PE teachers are always assessing – why?)

Evaluate = “judgement”Evaluate = “judgement”

– Judging quality of work based on Judging quality of work based on

established criteriaestablished criteria

– Assigning a value to represent that Assigning a value to represent that

qualityquality

““The primary purpose of assessment and The primary purpose of assessment and

evaluation is to improve student learning”evaluation is to improve student learning”

(Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)(Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)

What is Unique About PE?What is Unique About PE?

Immediate skill demonstrationImmediate skill demonstration

Large number of studentsLarge number of students

Expectations are combined within Expectations are combined within and across strandsand across strands

Assessment may be ongoing, multi-Assessment may be ongoing, multi-activity or single activityactivity or single activity

Exceptional students may need a Exceptional students may need a variety of alterationsvariety of alterations

PE involves PERFORMANCE – PE involves PERFORMANCE – Based AssessmentsBased Assessments

Development & executionDevelopment & execution

– e.g. performing a specific skill according e.g. performing a specific skill according

to given criteriato given criteria

Process assessmentsProcess assessments

– e.g. competitive game situation in which e.g. competitive game situation in which

numerous decisions and changes in numerous decisions and changes in

direction are madedirection are made

From the Curriculum to the Report From the Curriculum to the Report Card – What is the Process?Card – What is the Process?

Step #1.Step #1. Understanding the CurriculumUnderstanding the Curriculum

Step #2.Step #2. Collecting the evidenceCollecting the evidence

Step #3.Step #3. Recording the evidence of Recording the evidence of student learningstudent learning

Step #4.Step #4. Evaluating – making the judgementEvaluating – making the judgement

Step #5.Step #5. Completing the ProvincialCompleting the Provincial Report CardReport Card

Step #1.Step #1. The Ontario CurriculumThe Ontario Curriculum

Curriculum Goal #1: ComprehensionCurriculum Goal #1: Comprehension

Curriculum Goal #2: CommitmentCurriculum Goal #2: Commitment

Curriculum Goal #3: CapacityCurriculum Goal #3: Capacity

Goal #1: ComprehensionGoal #1: Comprehension

““Students will develop an Students will develop an understanding of the importance of understanding of the importance of physical fitness, health and well-physical fitness, health and well-being and the factors that contribute being and the factors that contribute to them.”to them.”

Goal #2: CommitmentGoal #2: Commitment

““Students will develop a personal Students will develop a personal commitment to daily vigorous commitment to daily vigorous physical activity and personal health physical activity and personal health behaviours.”behaviours.”

Goal #3: CapacityGoal #3: Capacity

““Students will develop the basic Students will develop the basic movement skills they require to movement skills they require to participate in physical activities participate in physical activities throughout their lives.”throughout their lives.”

STRANDS IN H & PESTRANDS IN H & PE

Active Participation

Healthy Living

Fundamental Movement Skills

Active ParticipationActive ParticipationPhysical ActivityPhysical Activity

Physical FitnessPhysical Fitness

Living SkillsLiving Skills

SafetySafety

Fundamental Movement SkillsFundamental Movement SkillsLocomotionLocomotion

ManipulationManipulation

StabilityStability

(all integrating (all integrating movement principles movement principles of relationships, space of relationships, space awareness, effort, awareness, effort, body awareness)body awareness)

Healthy LivingHealthy LivingHealthy EatingHealthy Eating

Growth and Growth and DevelopmentDevelopment

Personal Personal Safety/Injury Safety/Injury PreventionPrevention

Substance Use and Substance Use and AbuseAbuse

Curriculum ExpectationsCurriculum Expectations

Overall expectationsOverall expectations

Specific expectationsSpecific expectations

Achievement LevelsAchievement Levels

Level 1 – below standardLevel 1 – below standard

Level 2 – approaching standardLevel 2 – approaching standard

Level 3 – Provincial standardLevel 3 – Provincial standard

Level 4 – achievement above standardLevel 4 – achievement above standard

Knowledge and Skills CategoriesKnowledge and Skills CategoriesUnderstanding of ConceptsUnderstanding of ConceptsMovement SkillsMovement SkillsActive ParticipationActive ParticipationCommunication of Required KnowledgeCommunication of Required Knowledge

These categories develop learning tasks and These categories develop learning tasks and assessment activities, inform parents of assessment activities, inform parents of the focus of assessment, and identify the the focus of assessment, and identify the learning expectation as a “knowledge” or learning expectation as a “knowledge” or “skill”“skill”

Step # 2: Collecting the EvidenceStep # 2: Collecting the EvidenceSample Assessment strategies (what will Sample Assessment strategies (what will students be doing?):students be doing?):

– Skill demonstration (PERFORMANCE)Skill demonstration (PERFORMANCE)– Game play (PERFORMANCE)Game play (PERFORMANCE)– Journal, quiz, testJournal, quiz, test– Case study, debate, discussionCase study, debate, discussion– Fitness profile/log, graphic organizerFitness profile/log, graphic organizer– ConferenceConference– Project, presentationProject, presentation– Role playRole play– Portfolio, contractPortfolio, contract– Written or verbal responseWritten or verbal response

Step #2: Collecting the EvidenceStep #2: Collecting the Evidence

Sample assessment tools (what Sample assessment tools (what instrument will the teacher/student instrument will the teacher/student use to collect the evidence?):use to collect the evidence?):

Assessment scales (rubric)Assessment scales (rubric)

Marking schemeMarking scheme

Target/wheelTarget/wheel

Observation checklistObservation checklist

Assessment Scale for Assessing Assessment Scale for Assessing Fundamental Movement SkillsFundamental Movement Skills

Specific Expectation: send an object Specific Expectation: send an object to a partner…..to a partner…..

Model: What does volleying look like?Model: What does volleying look like?

Level 1 – rarely performsLevel 1 – rarely performs

Level 2 – sometimes performsLevel 2 – sometimes performs

Level 3 – usually performsLevel 3 – usually performs

Level 4 – consistently performsLevel 4 – consistently performs

Designing Assessment TasksDesigning Assessment TasksFocus on essential learnings (overall expectations), group Focus on essential learnings (overall expectations), group specific expectationsspecific expectations

Determine the knowledge/skill category for each by Determine the knowledge/skill category for each by examining the verbexamining the verb

What evidence is required? – use a variety of assessment What evidence is required? – use a variety of assessment tasks to gather evidencetasks to gather evidence

Provide students with clear targets, opportunities to meet Provide students with clear targets, opportunities to meet expectationsexpectations

Use Achievement level descriptors as a guide for gathering Use Achievement level descriptors as a guide for gathering evidenceevidence

Matching Assessment TasksMatching Assessment TasksConnect the learning expectations toConnect the learning expectations to

the Knowledge/skills categories andthe Knowledge/skills categories and the descriptors in the Achievementthe descriptors in the Achievement levels in “The Ontario Curriculum”levels in “The Ontario Curriculum” (page 9)(page 9)

Expectations – Expectations – content for learningcontent for learning

Achievement Levels – Achievement Levels – how well the student how well the student has achieved the expectationshas achieved the expectations

Verbs Linked to Knowledge/Skills Verbs Linked to Knowledge/Skills CategoriesCategories

Understanding of concepts:Understanding of concepts:

identify, recognize, label, examine, identify, recognize, label, examine,

outline, distinguish, define, analyze, outline, distinguish, define, analyze,

relate, determinerelate, determine

Verbs Linked to Knowledge/Skills Verbs Linked to Knowledge/Skills CategoriesCategories

Movement Skills:Movement Skills:

dribble, throw, kick, send, pass,dribble, throw, kick, send, pass,

balance, perform, dismount, jump,balance, perform, dismount, jump,

move, travel, bounce, demonstrate,move, travel, bounce, demonstrate,

combine, hit, stop, grip, hang, usecombine, hit, stop, grip, hang, use

Verbs Linked to Knowledge/Skills Verbs Linked to Knowledge/Skills CategoriesCategories

Communication of Required Communication of Required Knowledge:Knowledge:

explain, describe, communicate, explain, describe, communicate,

discuss, present, suggestdiscuss, present, suggest

Verb Linked to Knowledge/Skills Verb Linked to Knowledge/Skills CategoriesCategories

Active ParticipationActive Participation

use, employ, apply, display, work, use, employ, apply, display, work, follow, demonstrate, stay, assess, follow, demonstrate, stay, assess, participate, implement, improve, participate, implement, improve, maintain, adopt, provide, acquire, maintain, adopt, provide, acquire, incorporate, transfer, monitorincorporate, transfer, monitor

STEP #3: Recording the EvidenceSTEP #3: Recording the Evidence

create a separate recording chart for create a separate recording chart for each Knowledge/Skills category (e.g. each Knowledge/Skills category (e.g. Understanding of Concepts, Understanding of Concepts, Movement Skills, Active Participation, Movement Skills, Active Participation, Communication of required Communication of required knowledge)knowledge)

OPHEA Documents provide lots of OPHEA Documents provide lots of great samples!great samples!

Recording of Evidence ChartRecording of Evidence ChartKnowledge/Skills CategoryKnowledge/Skills Category

Level criteriaLevel criteria

Students namesStudents names

ExpectationsExpectations

Topics/UnitsTopics/Units

Step # 3 – continued…Step # 3 – continued…

Include descriptors (page 9)Include descriptors (page 9)

Include expectations relating to that Include expectations relating to that categorycategory

Indicate the topics/units where Indicate the topics/units where students have opportunities to students have opportunities to demonstrate their learning, but demonstrate their learning, but REMEMBER…….REMEMBER…….

Step # 3 continued….Step # 3 continued….Some expectations may be demonstrated in a Some expectations may be demonstrated in a variety of units (e.g. locomotion)variety of units (e.g. locomotion)

Units or topics will relate to the program you Units or topics will relate to the program you develop (e.g. basketball, capture the flag, dodge develop (e.g. basketball, capture the flag, dodge ball, etc.)ball, etc.)

Some expectations will require year long Some expectations will require year long assessment (e.g. fair play, participation, etc.)assessment (e.g. fair play, participation, etc.)

Some expectations will be most appropriately Some expectations will be most appropriately addressed in only one topic or unit (e.g. healthy addressed in only one topic or unit (e.g. healthy eating)eating)

Step #3, continued…Step #3, continued…

Transfer the evidence from the Transfer the evidence from the assessment tools (rubrics, self, peer, assessment tools (rubrics, self, peer, teacher, etc.) to the recording chartsteacher, etc.) to the recording charts

Record the appropriate Achievement Record the appropriate Achievement level (1, 2, 3, 4)level (1, 2, 3, 4)

Step # 4: Evaluating… Making a Step # 4: Evaluating… Making a JudgementJudgement

This involves determining the This involves determining the HIGHEST MOST CONSISTENT LEVEL HIGHEST MOST CONSISTENT LEVEL of achievementof achievement

A weighting factor should be A weighting factor should be considered for each Knowledge/Skills considered for each Knowledge/Skills category, taking into consideration category, taking into consideration QUANTITY, TIME, and QUALITYQUANTITY, TIME, and QUALITY

QUANTITYQUANTITY

Weighting based on the number of Weighting based on the number of expectations assessed within each expectations assessed within each category (Active participation carries category (Active participation carries the most expectations at all the most expectations at all elementary grade levels)elementary grade levels)

TIMETIME

Weighting based on the amount of Weighting based on the amount of time spent throughout the term/year time spent throughout the term/year for the student to demonstrate for the student to demonstrate learning expectation(s). learning expectation(s).

QUALITYQUALITY

Weighting based on tasks that Weighting based on tasks that provide a richer indication of provide a richer indication of students’ ability.students’ ability.

Step # 5: Completing the Provincial Step # 5: Completing the Provincial Report CardReport Card

Letter or percentage grade Letter or percentage grade

Anecdotal comment describing the Anecdotal comment describing the student’s strengths, weaknesses and student’s strengths, weaknesses and steps for improvementsteps for improvement

Report on learning skillsReport on learning skills

The Provincial Report CardsThe Provincial Report Cards

Elementary Report Card Elementary Report Card Grade 1-6Grade 1-6

Elementary Report Card Elementary Report Card Grade 7-8Grade 7-8

Secondary Report Card Secondary Report Card

Learning SkillsLearning SkillsIndependent WorkIndependent Work

InitiativeInitiative EEHomework CompletionHomework CompletionUse of informationUse of information GGCooperation with othersCooperation with othersConflict resolutionConflict resolution SSClass participationClass participationProblem solvingProblem solving NNGoal settingGoal setting

SECONDARY LEARNING SKILLS

Subject:______________________Grade:__________Reporting Period:__________

Learning Skill Works Independently

Teamwork Organization Work Habits/Homework

Initiative

Date

Key: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement

Name:

1

2

3

4

5

6

7

8

9

10

Entering the GradeEntering the GradeTranslate the student’s highest most Translate the student’s highest most consistent level from your recording consistent level from your recording pagepage

Translate that level into a letter or Translate that level into a letter or percentage gradepercentage grade

View process as moving from 4 point View process as moving from 4 point scale to 12 point scalescale to 12 point scale

Provincial Guide for Grading Provincial Guide for Grading Level 4Level 4 A+A+ 90-10090-100

AA 85-8985-89A-A- 80-8480-84

Level 3Level 3 B+B+ 77-7977-79BB 73-7673-76B-B- 70-7270-72

Level 2Level 2 C+C+ 67-6967-69CC 63-6663-66C-C- 60-6260-62

Level 1Level 1 D+D+ 57-5957-59DD 53-5653-56D-D- 50-5250-52

R (Below 50)R (Below 50) RR Below 50Below 50

Anecdotal CommentsAnecdotal CommentsDescribe the student’s strengths and weaknesses Describe the student’s strengths and weaknesses in relationship to the four Knowledge/skills in relationship to the four Knowledge/skills categoriescategories

Describe the student’s achievement rather than Describe the student’s achievement rather than simply listing the curriculum taughtsimply listing the curriculum taught

Be clear, concise, and consistent with level of Be clear, concise, and consistent with level of achievementachievement

Describe the “next steps”, giving concrete Describe the “next steps”, giving concrete suggestions for parent and studentsuggestions for parent and student

Source:Source:Getting Assessment Right: Health and Getting Assessment Right: Health and

Physical Education Grades 1-8Physical Education Grades 1-8

By: Sue Amos and Susan OrchardBy: Sue Amos and Susan Orchard

Data Based DirectionsData Based DirectionsQuality Resources for EducatorsQuality Resources for Educatorswww.databdirect.comwww.databdirect.com

NOW YOU ARE READY….NOW YOU ARE READY….

TO ASSESS AND EVALUATE TO ASSESS AND EVALUATE HEALTH AND PE!!!!!HEALTH AND PE!!!!!

GOOD LUCK!GOOD LUCK!