Manitoba
Physical
Education
Supervisors
Association
Aligning
• Curriculum
• Instruction
• Assessment
Linda Thorlakson
Manitoba Education
February 17, 2010
Provincial Assessment Initiative
• Assessment for and as Learning
– Greatest impact on achievement
– Importance of student involvement
– Requires clear goals and criteria,
descriptive feedback, opportunity to
improve
• Assessment of learning
2006
– Provides feedback to the school,
division, and province so that
appropriate supports for further
learning are provided
– Communicates achievement to
stakeholders
http://www.edu.gov.mb.ca/k12/assess/wncp/index.html
Provincial Assessment Initiative
For
As
Of
Why?
Who uses?
When?
http://www.edu.gov.mb.ca/k12/assess/wncp/index.html
Provincial Assessment Initiative
GOALS
• Increase assessment for learning
•
Offer more opportunities for student
involvement and engagement in their
learning (assessment as learning)
•
Ensure high quality assessment of
learning, and improve grading and
reporting practices
Provincial Assessment Initiative
2008
• Communication is required
throughout the teaching-learning
cycle.
• Communication needs to involve
the student, the teacher and the
parent.
• Assessment and communication
should foster further learning and
sustain or improve motivation
• Use assessment to focus on
learning rather than to
accumulate marks or compete
with others.
http://www.edu.gov.mb.ca/k12/assess/docs/csl/index.html
Planning with the End in Mind
Plan learning
experiences
Determine
acceptable
evidence
Identify
desired learning
Wiggins & McTighe, 1998
Step 1:
Identify
desired learning
• Select curricular outcomes or clusters of
outcomes
• E.g. GLO Movement / Safety
– Grade 7
• Knowledge
• Skills
• Attitudes
• Communicate the learning target to the
students in terms they understand.
Clear Learning Goals
• Merely being clear about the learning
goals increases student achievement
• Composed of CONTENT + LEVEL of
THINKING or DOING
Source: Rutherford, M. (Producer) (2007) 6 Big Ideas: Creating the Learning
Centered School. [DVD]. Rutherford Learning Group.
Step 2 a):
Determine
Acceptable Evidence
• How will I know the student has achieved
the desired learning? (Assessment Of Learning)
– What standard do students need to reach?
(How good is good enough?)
– What are the criteria for successful
performance?
– What task(s) will allow students to demonstrate
the learning? (Do / Write / Say)
• Do students know the standard and
criteria?
http://www.bced.gov.bc.ca/perf_stands/healthy_living/7-9/quick_scale.htm
(Sample)
GLO 1- Movement Rubric: Application of Skills
Skill Acquisition
Phase
4
Proficient
3
Acquired
Description
•Movement appears effortless
•High level of ability
•Maintains efficient movement in game situations
•Uses mastered skill with the strategy
•Mastery of skill level – performance – technique
•Skill is ready to use in combination with other skills
•Consistent performance
•Can apply in a variety of situations
•Uses skill and understands strategy
•Main features present, some refinement required
2
Developing
1
Initial
•Movement present with concentration
•Beginning to demonstrate a functional skill level in
order to participate
•Performs best in drill or modified game situation
•Initial stage of development
•Requires intense concentration
•Performs in isolated situations
•Skill is characterized by lack of control
Source: B. Hatherly, adapted from Louis Riel SD.
Example of a Grade 7 Unit Goal
• Students will develop and apply movement
skills (transport, manipulation and
balance) and concepts of safety and fair
play in volleyball. Success will be
demonstrated by
– Appropriately executing offensive /defensive
moves
–
–
Step 2 b):
Determine
Acceptable Evidence
• How will I know how well the student is
progressing during the learning?
(Assessment For Learning)
– Is the student on target to achieve the
learning?
– What will I look for? When?
Step 3:
Plan learning
experiences
• What will I have students do to acquire
and apply the desired learning?
• How will I adjust?
– What will I do if the student has already
achieved the desired leaning?
– What will I do if the student needs additional
instruction or practice?
Plan learning
experiences
Determine
acceptable
evidence
Identify
desired learning
TTYN
• Comment on the clarity
and consistency of goals
and criteria amongst
Phys. Ed/Health staff in
your system
• What are the strengths/
challenges/questions?
Assessment for and as
Learning
Check for
understanding
Generate descriptive
feedback
Engage in learning
experiences
Use feedback
Check
Checkfor
forunderstanding
understanding
• Address gaps and misconceptions
Practice makes . . .
permanent!
“
“
Rick Wormeli, Fair Isn’t Always Equal,
Manitoba ASCD workshop, Feb
Generate
Generatedescriptive
descriptivefeedback
feedback
•
•
•
•
•
Relate to identified criteria
Provide during or soon after learning
Focus on strengths
Area to improve
Guide next steps
Generate
Generatedescriptive
descriptivefeedback
feedback
Include peer and self assessment
•
•
•
•
Extends the opportunities for feedback
Structure (checklists or identified
characteristics) must be provided
Ways of giving feedback must be modeled for
students and practiced
Students become more clear about criteria,
less dependent on teacher and take increased
responsibility for their own learning
TTYN
• How are Phys.
Ed/Health teachers
managing formative
assessment processes
in the classroom?
• What are the
strengths/challenges/
questions?
Assessment of Learning
Confirm
learning
Reflect on
evidence of
learning
Determine
grades
and report
• To confirm what students know,
understand and can do
• To certify and communicate achievement
Confirm
Confirmlearning
learning
• Use quality assessments aligned with
learning outcomes
• Select assessment methods that match
learning outcomes
• Ensure a sufficient sample and variety of
evidence
Reflect
Reflecton
onevidence
evidenceof
oflearning
learning
• Use professional judgement
• Determine next steps in teaching and
learning
Determine
Determinegrades
gradesthat
thatare
are
• Meaningful
– Linked to learning goal(s) (Valid)
• Consistent
– Reliable, mark does not depend on which
teacher, or comparison with peers
• Accurate
– E.g. beware of zeros; separate achievement
from behaviour
• Supportive of further learning
– E.g. replace old evidence with new
Managing Information
Record Book for Grade 7 Physical Education and Health
Student ___________________________
Level
Level
Level
Level
1
2
3
4
=
=
=
=
Summative Achievement Evidence
Legend
Emerging
Developing
Acquired
Proficient
Safety
Seminar
Test
Volleyball
Unit
(Skills)
Volleyball
Unit
(Full Game)
Personal
Fitness
Training
Archery
Sept14
Sept 29
Oct 13
Oct 28
Nov 17
approaching
satisfactory
Movement
2
3
Fitness Management
Safety
Personal and Social
Management
Healthy Lifestyle
Practices
Proficient
4
2
6/10
2
careless
Careful
3
2
Strategic
team player
4
Detailed
plan
4
Check for
understanding
Engage in
learning
experiences
Assessment for
and as Learning
Use
feedback
Generate
descriptive
feedback
Assessment of Learning
• How does this model fit for
Physical Education/Health?
Confirm
learning
Plan learning
experiences
Planning with the
end in mind
Determine
acceptable evidence
Reflect on evidence
of learning
Identify desired
learning
Determine
meaningfulgr
ades
• What supports do teachers
need to implement
curriculum, assessment
and instruction that are
aligned?