Assessment without Levels
Andrew Frapwell
Session aims:
• Set the context
• Promote the purpose of assessment
• Explore assessment in the Cognitive,
Affective and Psychomotor domains in
Physical Education
Set the context
TRANSFORMATIONAL LEARNING
What are we trying to do?
Transform practice
to
Improve Learning
Modernisation or Transformation?
Modernisation
Transformation
Transformational Learning
• Incremental learning
• Learning to learn / meta-cognition
• Epistemic
Promote the purpose of assessment
ASSESSMENT FOR IMPROVEMENT
Assessment Drives Learning
• Clarify the learning you value
• Create assessment tasks that reveal
learning
• Use the ‘results’ to improve learning
• Change assessment to drive the process
Improve learning of what?
• Assessment for change
• Paradigm shift from performance to
greater social return measures
A different perspective?
You are more likely to be bitten
by Luis Suarez than a shark!
21% (14%) of 5-15 (13-15)
year old boys
And
17% (8%) of 5-15 (13-15)
year old girls
Met the recommended
activity levels
Health survey for England
(2012)
Bullying v PE & School Sport
• The only area in schools that has a bigger
impact on lowering self-esteem than PE
and School Sport is bullying
Implications
Measure what we treasure / measure what
we value
Rather than....
Attach a value to the measure
Explore assessment in the Cognitive, Affector and
Psychomotor domains in Physical Education
COGNITIVE, AFFECTOR AND
PSYCHOMOTOR DOMAINS
Ways of Looking: Head – Heart – Hands
The thinking physical being:
Decision maker
Analytical – deep understanding
Confident
The doing physical being:
Physically competent
Growth and development
Physically Active
Competitive
The social & emotional physical being:
Involvement and engagement
Attitude
Character, values
Healthy active lifestyle
Key Message 1
• Re-emphasise the learning function of
assessment
• De-emphasise the grading function
Key message 2:
• Explore the relationship between
curriculum and assessment for inclusive &
progressive delivery
Curriculum & Assessment
Key Message 3:
• Use Assessment information to evolve your
pedagogy. The better you communicate
with learners the better their progress will
be
UNDERSTANDING CURRICULUM-ASSESSMENT-PEDAGOGY
EFFECTIVE PROFESSIONAL
DEVELOPMENT
Learning
alignment
love
of
learning
POWERFUL
PEDAGOGY
Diagram adapted from Frapwell, A. Ch. 8,
Assessment for Learning pp. 104-117 In: (Ed)
Bailey, R. (2010). Physical Education for
Learning: A Guide for Secondary Schools.
London, Continuum.
Key message 4:
• The new Attainment target statutory from
1/9/14 has no level descriptors. What and
how we measure progress MUST change.
Assessment HAS to be fit for purpose
Goal orientation – 2 way
• Learning mastery - competence understanding - self
• Performance mastery – competition
against others
• The two can be simultaneous
• Important to feel successful and achieve – I
can mindset... Does not transfer to I can
statements
Key message 5:
• Plan, teach & assess the essential skills,
knowledge & concepts in the new
Programme of Study (floor standards) - less
content in greater depth
KS1 Social &
KS1 Doing - Hands KS1 Thinking - Head
Emotional - Heart

Develop fundamental
movement skills
(specifically master basic
movements including
running, jumping,
throwing and catching)

Develop competence

Develop agility, balance
and coordination


Apply skills


Develop simple tactics for
attacking and defending
Work individually and
with others

Develop competence
Develop competence

Develop confidence

Perform dances using
simple movement
patterns
Contexts: Team games; dance; a range of physical activities (individual and cooperative);
competitive situations (against self and others); possibly swimming; increasingly challenging
Fundamental Movement skills
• 240 and 600 minutes?
• Key Stage 1 is the best time of schooling for developing
fundamental movement skills
• Walking, running, stepping, hopping, skipping,
jumping, kicking, throwing, catching and striking,
agility, balance, coordination are a list of many of the
skills that should be developed
• These skills can also form part of playing games
• In teaching these skills there is opportunity for
developing them to music, with or without equipment
/ apparatus to provide challenge, interest and
enjoyment.
• These skills can be practised both indoor and outdoor
KS2 Doing - Hands

KS2 Social &
Emotional - Heart
KS2 Thinking- Head
Develop a broader range of skills 
(specifically running, jumping,
throwing and catching in
isolation and in combination)
Apply a broader range of skills
(specifically running, jumping,
throwing and catching in
isolation and in combination)

Perform dances using a range of
movement patterns

Use a broad range of skills in
different ways

Develop flexibility, strength,
technique, control and balance

Link skills to make actions and
sequences of movement

Understand how to improve

Learn how to evaluate and
recognise their own success

Apply basic principles suitable for
attacking and defending

Compare and improve
performances with previous ones

Enjoy communicating,
collaborating and competing
with each other

Develop flexibility, strength,
technique, control and balance
Contexts: Competitive games; dance; outdoor and adventurous activity challenges;
different physical activities and sports; individual and team; swimming (if not scheduled in
KS1).
KS3 Doing - Hands
KS3 Social &
Emotional - Heart
KS3 Thinking - Head

Develop technical expertise


Develop technique to improve
performance
Apply techniques across different 
sports and physical activities

Understand effective
performance effective

Apply principles of effective
performance to their own and
others’ work

perform dances using advanced
dance techniques within a range
of dance styles and fs

Use a range of tactics and
strategies to overcome
opponents

Develop problem solving skills

Analyse and improve
performances compared to
previous ones
Participate in exercise, sports
and activities (out of school)

Understand and apply the longterm health benefits of physical
activity

Build trust

Develop skills to solve problems
Contexts: outdoor and adventurous activities (team, individual group); direct competition through team
and individual games; participate outside school through community links or sports clubs; other
competitive sports; challenging
KS4 Doing - Hands

Develop technique and
improve performance
KS4 Social &
Emotional - Heart
KS4 Thinking - Head

Develop a variety of
tactics and strategies to
overcome opponents

Develop personal fitness

Engage in an active,
healthy lifestyle

Develop problem solving
skills


Evaluate and improve
performances compared
to previous ones
take part regularly in
competitive sports and
activities (outside school)

Build trust

Develop skills to solve
problems
Contexts: Outdoor and adventurous activities in a range of environments; in other
competitive sports or other physical activities; team and individual games; participate
outside school through community links or sports clubs; complex and demanding.
Key message 6:
• Backward planning - work backward from
the end of key stage targets & align
incremental 'unit' outcomes
Men’s high jump world record
Western roll
Straddle
Fosbury flop
2.50
2.45
2.40
2.35
2.30
2.25
2.20
2.15
2.10
2.05
2.00
1910
1930
1950
1970
1990
2010
Step 1
• National Curriculum & Attainment Target
Step 2
• Develop Curriculum Activities that meet
learners’ needs
Step 3
• Set Annual Targets / Expectations
Step 4
• Align assessment criteria – the language of
learning in PE – in your planning
Step 5
• Develop and use Assessment for Learning
Strategies
Step 6
• Periodic monitoring – milestone targets
Step 7
• Review and revise RAG
Key message 7:
• The DfE will no longer use levels of
progress to measure school performance
and determine league tables
Key message 8:
• Ofsted will no longer look for 2 levels of
progress between KS 1&2 or 3 levels of
progress between KS2&4. Why? Because
they have been removed!
Key Questions:
How are we doing?
How can we do it better?
Assessment
• OF
• AS
• FOR
“One test of the correctness of an
educational procedure is the
happiness of the child.”
Maria Montessori
(Italian Physician and Educator.
1870-1952)
Thank you
Andrew Frapwell
andrew@afTLC.com
www.afTLC.com
07803 603450