GYMNASTICS PROJECT
Response to Self & Peer Assessment Methods
All videos can be viewed on the North Ayrshire 3 rd level videos page .
Response Assessment method
Model performer
(video and planning sheet)
(Visual Method)
(Verbal Method)
All pupils responded in a positive manner to the video and example planning sheet. They appeared to like this visual approach to the task. When asked if they felt the model performance was useful they indicated that it allowed them to see how a variety of skills were/are performed and how they can be linked together to perform a sequence. It gave them an indication of what was expected from the task/what they were

Say trying to achieve and ideas to help achieve this, a variety of skills and differing start/finish positions. They were able to look at individual skill and see how it should be performed (body position etc.)
View Video 1, Video 2, Video 3 and Video 4
(stated by all three pupils in some form)
Model performers were girls of the same age, pupils related to this as it made task seem more achievable. The girls in the model performance selected 8 skills that they felt was achievable for S1 pupils, pupils were then keen to try these skills, some of which were then used in their own sequence.

Group Tasks
(criteria cards/task cards)
(Visual Method)
(Verbal Method)

Do

Say
Teacher/ Peer
Assessment,
Discussion and
Feedback
(Verbal Method)

Say
Pupils could use task criteria cards or refer to the model performance video for criteria when performing individual skills.
Pupil A used the criteria cards in a positive manner; she could look at her performance, compare it to the card and see where she had to improve. Managed the tasks on cards easily (different starting/finishing positions, more complex skills) Asked partner and teacher to observe the skill and give feedback where/if required. She then applied this feedback and practiced the skill in isolation. High success rate, very able.
Pupil B attempted task cards, she found these helpful, enjoyed trying the different tasks and she could compare her own performance to the stated criteria. When trying some of the more complex skills she succeeded in some skills however needed some verbal feedback from partner and discussion/feedback with teacher to complete some skills. Managed a range of tasks.
Pupil C looked at the criteria and task cards and attempted the skill, his interpretation of the card and his performance differed.
He felt he was using the correct technique/had the correct body position. His partner made suggestions on how to improve. Again he could not fully see what or how he could fix his performance.
Teacher then had discussion and observed performance giving teaching points, pupil responded to this type of feedback more successfully. Practiced while being observed and given instant verbal feedback. Managed several skills both simple and complex, a little disheartened when could not perform particular skill, lost focus and gave in when success rate low.

Sequence
Planning Sheet
Written Method

Write

Make

Do
Teacher
Assessment,
Discussion and
Feedback
(Verbal Method)

Do

Say
Mini Whiteboards
(peer assessment)
(Written Method)
(Verbal Method)
Pupils were able to draw a plan of their sequence or write down skills used. Pupils where asked to consider levels, direction and speed. Model Performance was depicted on plan to allow pupils to use as a reference when trying to plan their own sequence.
Criteria cards were also available for ideas and skill selection.
First draft of pupil A’s sequence planner and record sheet – see Appendix 1 below.
Pupil A devised a sequence with a partner. She was able to understand the task and depict her sequence on the planning sheet. When teacher looked at plan it was evident that sequence did not vary direction. When discussed this with pupil her response was that it was easier for the pair to work side by side, it allowed them to see each other and was easier for them to get their timing correct. Also mentioned limited space as a factor due to number of pupils in class. Teacher noticed that when linking skills girls were doing ½ turns etc. however were not depicting them on sheet. Highlighted to pupils that these were turns/linking skills, girls added these in to diagram.
First draft of pupil B’s sequence planner and record sheet – see Appendix 2 below.
Pupil B managed to put some information down on planning sheet; she indicated that found this task slightly difficult as she was unsure how to depict her sequence. Teacher shared model sheet and showed pupil how to complete task.
First draft of pupil C’s sequence planner and record sheet – see Appendix 3 below.
Pupil C managed to depict his sequence on planning sheet; it displayed change of direction and a variety of skill. Final performance resembled plan.
When asked, pupils highlighted that this method of recording their performance was useful as it allowed them to see their performance, helped then to remember the skills and order of their sequence.
Pupils were asked to observe partner and list strengths of performance, area for development (if any) (Task 1) and to give partner a score out of /10 (Task 2). Pupils were to compare individual skills and technique to those in the model performance or on criteria cards, to help them with their assessment.


Do

Say

Write
Teacher /Peer
Assessment,
Discussion and
Feedback

Do

Say
Pupil A (Task 1) managed to highlight strengths and area for development, some good detail given. Pupil however found it easier to show partner what she had to do to improve
(demonstration), helped partner with individual skills by supporting balances etc. Pupil found this method more effective.
She found her partner’s feedback about her performance helpful, she selected areas for development and practiced skill using criteria cards and feedback from partner and teacher. Was able to build upon her skill level and improve upon her performance.
Pupil A (Task 2) and her partner gave each other realistic scores out of 10, based on strengths and areas for development. When asked about score they gave good explanation and reason for this score. Still very positive even though full marks not awarded.
Pupil B (Task 1) initially had a limited two word response for her partner. Teacher discussed response and asked why pupil performed a “good jump” etc., pupil responded by saying “it was just good”, when encouraged to expand on this pupil again added a limited response to whiteboard however eventually gave more feedback verbally. Teacher gave some feedback to help process and performance.
Teacher asked why there was a limited response, pupil initially said she was unsure of why the skill was ‘good’ and also indicated that her brief response was due to her eagerness to quickly return to the task/performing her sequence. Pupil B, although her partners’ response was also limited, knew what area of her sequence needed to be isolated and developed. Through use of feedback from teacher and partner she did improve upon her performance.

Teacher observation
Pupil B (Task 2) gave her partner 10/10 for her sequence however when discussed this and partners performance she highlighted a few points for development. Teacher then highlighted the contradiction in score to comments, pupil realised that if partner had areas for development she should not be awarded full marks.
Pupil C (Task 1) highlighted two strengths and one area for development. Limited response for strengths he stated good moves and technique however did not expand on reason. Area for development slightly more specific he stated that his partner should try to go straight when doing a backward roll. When in discussion with partner and teacher he was able to give more detail than his written response. He said it was easier to tell his partner what he had to do rather than trying to write it down. His partners’ response was also limited. With further discussion and help from teacher he could work on individual parts of his sequence and improve upon his performance.
Pupil C (task 2) and his partner scored themselves 8/10. They felt their level of performance were of the same standard and scored themselves highly, even when comparing themselves to the model performance and criteria cards. When teacher discussed pupil statements, scores and performance with them, they decided that their scores would be slightly lower due to area still needing development, “things that were wrong”.
Teacher noted that pupils were generally very positive when assessing performance and giving partner feedback. When looking at the performance, especially when working with a friend, they found it more difficult or awkward to share

Video of own performance
(Visual Method)
( Verbal Method)

Do

Say

Make
Teacher /Peer
Assessment,
Discussion and
Feedback

Do

Say
Teacher observation. development needs. They did not appear to like telling their friend that something needed to be improved upon.
Pupils were asked to perform their sequence. Through use of video assess performance of self and/or partner, highlight strengths and any further areas for development (Feedback).
Pupil A was videoed initially with her partner; their performance was not as strong as when in practice. Girls were nervous and distracted each other slightly. Found video helpful as it highlighted what they “did well and what needed to be improved”.
In the next session Pupil A performed her sequence as a solo; her performance was more focused and controlled than previously. When evaluating her second performance she could highlight areas of improvement from her previous sequence and make further suggestions for improvement.
She felt this method of assessment was useful as it allowed her to see her performance immediately and was accurate in highlighting strengths and areas for development.
View Video 5
Pupil B felt this form of assessment was good as it allowed her to see “good points and points to improve in her performance’. She could see from this quite easily areas/factors of her sequence which were successful and those areas which could still be improved upon.
View Video 6
Pupil C felt that his sequence was complete and he had no area for development after previous feedback and practice however when he watched his own performance back he instantly highlighted areas that were a strength and those which required further development for both himself and his partner. Pupil C was a little unsure on how to develop his sequence, more confident and greater understanding after discussion and teaching points from teacher. Pupil C stated that he felt the use of video was good as you could see exactly what was ‘good and what needed to be improved’, areas that still had to be developed.
View Video 7
All pupils felt that videoing their performance was helpful, it was a good method of assessment as they received instant feedback.
They could see what aspects of their sequence was a strength, what areas needed further development and could watch their performance several times over in order to improve.
Teacher noticed that when performing their sequence on camera

all pupils tried to rush through their sequence and there were more errors than when practising. When asked about this they highlighted that they were shy or did not like being on camera.
Confidence was a slight issue, for some more than others.
Note: Some pupils in class did not wish for their performance to be videoed. Those pupils simply performed their sequence to partner/other group and teacher and were given verbal feedback.