Assessment
Early Years PE
MPESA
Fall Conference
September 18-20, 2013
Descriptive
Feedback
7 steps
Assessment FOR Learning
•explain purpose
•show samples
•set and use criteria
•self-assessment
•set goals
•collect evidence
•communicate
Anne Davies
Start with an Analogy
Packing a parachute course analogy:
Student A - initial high scores, but scores drop as the
course goes on
Student B - erratic assessment scores throughout the
course
Student C – poor assessment scores to begin with but
by the third term could successfully pack a parachute.
Which student would you want to pack your
parachute?
Student C failed the course if scores were
tallied, the two others passed.
So then we must ask:
When should we evaluate?
What might be the result of evaluating
too early?
How do we know if we are evaluating
the right things?
Assessment for Learning involves:
Checking to see what has been learned and
what needs to be learned next.
Assessing specific, and descriptive
feedback in relation to criteria that is
focused on improvement.
Participation by the student – the person
most able to improve the learning.
Anne Davies
Assessment for learning is used to collect
information that will inform the teacher’s
next teaching steps and the student’s next
learning steps.
Students need descriptive feedback along
the way – they need to know how they are
doing in relation to set criteria.
This is easy to do in PE…
I like the way you are stepping with the
opposite foot, thank you for including others
in your group… Can you think of others?
When we involve students in shaping their
learning, they are more likely to:
•Understand what is expected of them
•Access prior knowledge
•Have some ownership over making it happen
•Be able to give themselves descriptive feedback as
they are learning
•Give information that teachers need to adjust their
teaching
Anne Davies
Explain the Purpose
What do I want my students to learn?
What are the learning outcomes?
When teachers and students know where they are
going they are more likely to achieve success.
When students know what they are supposed to be
learning, they can self monitor, make adjustments,
and learn more.
This can take many forms in PE…
Anne Davies
Show Samples
When descriptions of what needs to be learned are
accompanied by samples that show what success looks
like, students begin to be informed enough to make choices
that help their learning.
“What do you want?” says a student.
What will it look like when I’ve learned it?
“What does excellence look like?” wonders the teacher.
When students analyze samples, they begin to understand
what student work looks like at different points on its way to
the standard.
Turn and talk…What would be samples in a PE class?
When can samples be presented?
Anne Davies
Setting and Using Criteria
When using samples to develop criteria, students first
examine the samples and list the important features.
Teacher records student’s ideas on a brainstormed list,
and may also add to the list. Can be an ongoing, multigrade/class list.
Can be rubric style, what does a 4 look like, 3… or about a particular
assignment or task i.e. gymnastics routine etc.
Sort and categorize the list.
Make and post a T-Chart.
Use, revisit and revise criteria.
Anne Davies
Brainstorm ideas
*Start with outcomes
*What am I looking for?
*What should I notice?
*What counts?
*What does it look like, sound like?
*I noticed / you noticed
Sort and Categorize
*What are the big ideas? (These are your criteria)
*Put details beside big ideas (what students came
up with from brainstorming)
Anne Davies
Active Participation – General Fitness
Activities
Criteria
Being Active
Being Safe
Best Effort
Details
Do the warm-up
Play the games
Perform all fitness tasks
Work up a sweat
Keep moving
*
*
Perform skills within own limits
Use correct technique
Stay on task
Take your time
*
*
Challenge yourself
Do more than last time
Try your hardest
*
*
Your challenge is to set criteria and make a t-chart
for:
Group 1
Fitness – Heart Rate Monitoring
Group 2
Fitness – Active Participation (Aerobic Capacity)
Group 3
Movement – Acquisition of Movement Skills - Throwing and
Catching
Group 4
Gymnastics Routine
Group 5
Officiating a game
Self - Assessment
When students assess themselves, they
develop insights into their own learning.
Ask students to check for understanding:
•Pause and think
•Look for proof of their learning
•Make connections to criteria
•Compare, notice, check
Anne Davies
Active Participation – General Fitness
Activities
Met / Not Yet Met
Criteria
Being Active
(A)
Details
Do the warm-up
Play the games
Perform all fitness tasks
Work up a sweat
Keep moving
*
*
Being Safe
(S)
Perform skills within own limits
Use correct technique
Stay on task
Take your time
*
*
Best Effort
(E)
Challenge yourself
Do more than last time
Try your hardest
*
*
M
NYM
Active Participation – General Fitness
Activities
Acronyms
Criteria
Being Active
Being Safe
Best Effort
Details
Do the warm-up
Play the games
Perform all fitness tasks
Work up a sweat
Keep moving
*
*
A
Perform skills within own limits
Use correct technique
Stay on task
Take your time
*
*
S
Challenge yourself
Do more than last time
Try your hardest
*
*
E
Fitness Assessment Criteria
Posters
Movement Assessment Criteria
Assess without putting a
mark on paper!
•
•
•
•
Met / not met (I noticed)
Performance Grid (Rubric)
Acronyms
Next steps (basic movement skills, put an
“O” to represent opposite foot
Anne Davies
Collect Evidence
Triangulation
Three general sources of assessment
evidence
• Observations of learning
• Products students create
• Conversations – discussing learning with
students
When evidence is collected from three different
sources over time, trends and patterns become
apparent, and the reliability and validity of our
assessment is increased.
Anne Davies
Self Assessment
Aerobic Capacity
Active
Participation
Striking
Accept and Include
Others
Thank you for
participating!