GYMNASTICS PROJECT
Second Level
Response to Self & Peer Assessment Methods
All videos can be viewed on the North Ayrshire 2nd level videos page.
Assessment method
Response
Video 1: Model performer complex
sequence
All pupils were engaged as they watched a
model performance. After observing this
performance they were able to work in pairs to
decide on a mark out of 5. A criterion for the
grading was generally discussed. Pupils agreed
in their pair before show and give feedback.
They then made a list of what they ‘liked’ about
this performance, where some pupils shared
their opinions. All pupils then watched another
performance and made comparisons,
Performers were not from their own class.
Again, they allocated a score out of 5 and then
made a list of what they ‘liked’ about this
performance. Pupils were asked to identify an
individual target based on what they had
observed which they would like to improve in
their own performance.
Video 2: Model performer simple
sequence
Feedback from pupils after this sessions
indicated that they enjoyed watching others
perform and felt that it helped them to see what
a ‘good’ performance looked like. Straight away
pupils were motivated and wanted to give their
best.
Model performers were of mixed abilities from
an older class, however some pupils in my class
asked if they could also perform to the class,
which they did. It was noted that one model
performer was of exceptional ability and created
a complex sequence and was asked to perform
a simpler routine, see model performer videos.
Video of own performance
Pupils were videoed performing a sequence
which they had practised. They watched this
performance identifying areas to develop (using
assessment record and peer assessment
sheet). During a further gymnastics session,
they used feedback to make improvements and
were videoed again.
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Pupil A felt that her sequence was ‘okay’. At
first glance of her performance she was giggling
and presented as slightly uncomfortable
watching herself. However, when she watched
her performance a second time, she was able to
identify something she wanted to work on.
Discussion with the teacher was needed in
order to help her identify her strengths although
she was able to state why these things were
positive. She expressed that the video had
helped her see what she needed to work on.
Video 3: Pupil A first performance
Pupil A felt that she ‘has a good forward roll
because I controlled it well and I had a good
start and finish’ However, after watching the
video she decided that she needed to improve
her finishing position. Her partner agreed with
this. Pupil A informed the teacher that she liked
having her partner and teacher’s opinion as it
helped her decide on what she wanted to ‘make
better’.
Video 4: Pupil A second performance
Pupil B really enjoyed watching her
performance. She asked to watch it a few times
in order to decide on what to improve. After
viewing the video (from a previous lesson) in
the gym hall her response ‘right I know what I
need to do now’ resulted in her going straight
back to her mat and working on this.
Video 5: Pupil B first performance
Pupil B expressed that she thought it was
‘strange that her partner said she needed to
improve my worm because I thought it was
good. I feel I need to improve my cartwheel. I do
agree with what my teacher said and I tried hard
to improve this’
Video 6: Pupil B second performance
Pupil C was not too sure what he should
improve when he watched the video. Through
discussion with the teacher, he tried to describe
what he needed to work on but found it difficult
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to find the words. Teacher tried to understand
what he was saying and paraphrased this back
to him to check meaning. He was then able to
take his learning forward and work on making
the necessary improvements.
Video 7: Pupil C first performance
Pupil C felt that he ‘did okay but I want to
improve my backwards roll but when I watched
the video, I think I did well with that. My teacher
told me to hold my movements longer and twirl
around, holding up my hands. I think this made
me look professional’.
Video 8: Pupil C second performance
Self/Peer and Teacher assessment
record
Peer assessment sheet
Pupils were asked to watch a video of them
performing their sequence and complete the
assessment record identifying what they
believed was good about their performance and
an area for improvement. Their partner and
teacher also watched their performance and did
the same. Pupils could view this as many times
as they needed in order to complete their record
accurately. The computer containing the video
clip was left for the pupils to use independently.
Teacher has the option to complete their section
with the children or at an appropriate time.
Children read feedback and have opportunity to
take this on board at the next session. (See
three self/peer assessment sheets below.)
* Pupils had the choice as to whether they wanted to be videoed during paired or
individual sequence.
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