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