Assessment and reporting within an A-E framework · Aqua 8 Task 1 Task 2 Essay Book Test Group task...
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janiceatkin.com EDUCATION CONSULTANT Assessment and reporting within an A-E framework While you’re waiting • Scan QR code to access today’s resources • https://janiceatkin.com/assessment- workshop-resources-page/ • Fill out the assessment reflection on page 3.
Transcript of Assessment and reporting within an A-E framework · Aqua 8 Task 1 Task 2 Essay Book Test Group task...
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Assessment and reporting within an A-E framework
While you’re waiting
• Scan QR code to access today’s resources• https://janiceatkin.com/assessment-
workshop-resources-page/• Fill out the assessment reflection on page 3.
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What is my why?
https://trustworks.files.wordpress.com/2013/08/complicated.jpg
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What is your why?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording your thoughtsAdd challenges, thoughts, insights and questions to either of the following:
• Padlet
• Workbook
https://padlet.com/janice9/gladstone_ctiq
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Workshop activity
Challenges you are experiencing with assessing Health and Physical Education
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What I want you to walk away with
• Solutions to challenges currently being experienced
• Picture of what achievement looks like in HPE
• Practical strategies for assessment and reporting processes.
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Setting the scene
Why do we assess and
why A-E?
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Assessment is about helping students to learn better ....
.... rather than just get a better grade.
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Assessment should ...
• inform teaching and learning
• provide quality feedback to students
• provide a basis for reporting to parents.
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Assessment should …
enable you to make on-balance judgements using evidence from a
range of student performances
not just one-off, point in time tasks.
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Assessment ≠ Reporting
Assessment ≠ A-E grades*
Reporting = A-E grades*
A-E grades* given at two points in a year
* Or equivalent 5 point scale
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In summary ....Only assess what is taught
Integrate as part of the teaching and learning process
Elicit a range of performance
Provide multiple ways and opportunities to demonstrate understanding and skills
Provide timely, quality feedback.
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And ….
Collect sufficient evidence of learning …
… to make fair and consistent judgements at reporting time.
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Questions?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording your thoughtsAdd thoughts, insights and questions from session 1 to either:
• Padlet
• Workbook
https://padlet.com/janice9/gladstone_ctiq
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Planning process for teaching and assessment in HPE
From achievement standards to quality teaching, assessment
and reporting
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Making the links
Whatdowereport?
Whatdowerecord?
Whatdoweassess?
Whatdowewantstudentstolearn?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Step 1: What do we want students to learn?
• Identify the key understandings• Identify key skills• Identify focus areas for teaching
understanding and skills
Build a picture of why that learning matters
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janiceatkin.comE D U C AT I O N C O N S U LTA N T
UNIT TITLE: Kicking goals LENGTH: 6 – 8 weeks YEAR: 7 / 8
UNIT DESCRIPTION: In this unit of work students will practise and refine skills related to football (soccer). They will further develop their understanding of the strategies and movement concepts associated with success in invasion games and explore how these concepts and strategies can be transferred to other games and sports. Achievement standard: By the end of Year 8, students:
• investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes.
• apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity.
• demonstrate control and accuracy when performing specialised movement sequences and skills.
• apply movement concepts and refine strategies to suit different movement situations.
Content descriptions: • Use feedback to improve body control and coordination when
performing specialised movement skills in a variety of situations (ACPMP080)
• Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
• Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084) Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086)
• Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087)
• Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
Evidence of learning:
Students will demonstrate their learning through: • analysing their own performance of football skills and implementing feedback to improve their performance • explaining and justifying the movement concepts and strategies selected in the different game situations • explaining and demonstrating the similarities of strategies used in different games and how they can be transferred to new
movement situations • selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement
challenges with and without equipment • showing or explaining to others the approach they could take to gain or maintain possession in games • adopting roles that support and enhance team cohesion and lead to successful game outcomes • reflecting on the role/s they played within games and explaining how their actions led to successful outcomes in the game.
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Identifying learning expectationsUnderstanding/
SkillsAchievementstandard
Content Learningexpectation
practise and refine skills involved in football (soccer)
develop their understanding of strategies and movement concepts associated with invasion games
understand how the concepts and strategies can be transferred to other games and sports
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Unpacking learning expectations
• For each of the understandings and skills, identify the learning expectations described within the:– Achievement standards– Content descriptions
Build a picture of how well students need to learn
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Interpreting the standards
• continuum of development
• read in conjunction with content
• describes typical level of achievement
janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Identifying learning expectationsUnderstanding/
SkillsAchievementstandard
Content Learningexpectation
practise and refine skills involved in football (soccer)
demonstrate control and accuracy when performing specialised movement sequences and skills.
ACPMP080ACPMP087
develop their understanding of strategies and movement concepts associated with invasion games
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes
ACPMP082ACPMP084ACPMP087ACPMP088
understand how the concepts and strategies can be transferred to other games and sports
apply movement concepts and refine strategies to suit different movement situations
ACPMP082ACPMP084ACPMP087ACPMP088
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Identifying learning expectationsUnderstanding/
SkillsAchievementstandard
Content Learningexpectation
practise and refine skills involved in football (soccer)
demonstrate control and accuracy when performing specialised movement sequences and skills.
ACPMP080ACPMP087
analyse their own performance and use
feedback to refine their football skills
develop their understanding of strategies and movement concepts associated with invasion games
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes
ACPMP082ACPMP084ACPMP087ACPMP088
explaining and justifying the movement concepts and strategies selected in different game situations
understand how the concepts and strategies can be transferred to other games and sports
apply movement concepts and refine strategies to suit different movement situations
ACPMP082ACPMP084ACPMP087ACPMP088
selecting strategies that have been successful
before and implementing them in different game
situations
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Questions?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording your thoughtsAdd thoughts, insights and questions from session 2 to either of the following:
• Padlet
• Workbook
https://padlet.com/janice9/gladstone_ctiq
janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Take 5• 5 squats
• 5 jumping jacks
• 5 arm circles
• 5 “looking for the chicken”
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Making the links
Whatdowereport?
Whatdowerecord?
Whatdoweassess?
Whatdowewantstudentstolearn?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Step 2: What do we assess?Map where understandings and skills are
currently taught and assessed
• How/when are they currently assessed?• Are there any gaps (e.g. understandings or skills not
taught?)• Are there opportunities to teach/assess multiple
understandings or skills simultaneously?• Does your current assessment program prioritise
some concepts and skills over others?
Build a picture of what learning is valued by assessment
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janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Our tools of the trade
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What sorts of assessment tools (evidence of learning) do you currently use to
make judgements about student achievement?
Group relay challenge
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What constitutes evidence?• work samples / work books• practical performances• group presentations• group and class discussions• responses to questions• observations of students working• in-class tasks• tests• take home assignments
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Considerations when selecting assessment tools
• time efficiency (both the students’ time and yours)
• reliability within a class• consistency of judgement across
classes
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Assessment should:• be relevant (linked to standards and content)• be appropriate (measures what it intends to
measure)• be fair (opportunity for all students to demonstrate
what they have learnt)• be accurate (reliable and valid)• provide useful information
– of learning (summative)– for learning (formative)
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What might you observe students doing, saying or
producing that will support you to make an on-balance
judgement?
Planning your assessment
janiceatkin.comE D U C AT I O N C O N S U LTA N T
What learning activities, tasks or performances .....
will provide students with an opportunity to demonstrate
evidence of their learning?
Planning your assessment
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Questions?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Bringing it all together
Whatdowereport?
Whatdowerecord?
Whatdoweassess?
Whatdowewantstudentstolearn?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Collecting evidence of learning
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Explore the evidence of achievement
Aqua 8 Task 1 Task 2 Essay Book Test Group task
Jemima Puddleduck
74% C 12 ✔ 21.5 C
Thomas Engine
89% A 9 ✔ 25 A
Bob Workman 61% B 15 Poor/ needs
attention
20 A
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Make a judgement about student achievement
Aqua 8 Task 1 Task 2 Essay Book Test Group task
Jemima Puddleduck
D C 12 ✔ 21.5 C
Thomas Engine B A 18 ✔ 25 A
Bob Workman A B 15 Poor/ needs attention 20 A
Jemima PuddleduckThomas EngineBob Workman
AssessmentofLearning
OneGradeinClass/Semester
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Recording evidence
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Now its your turn!
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Collecting evidence of achievement
How can you collect and record evidence of student learning ....
.... in an efficient and valid way?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Observation records
Develop an observation record for your selected unit of work
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Questions?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording your thoughtsAdd thoughts, insights and questions from session 3 to either of the following:
• Padlet
• Workbook
https://padlet.com/janice9/gladstone_ctiq
janiceatkin.comE D U C AT I O N C O N S U LTA N T
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Take 5• 5 shoulder shrugs
• 5 high knee runs
• 5 elephant swings
• 5 neck stretches
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Bringing it all together
Whatdowereport?
Whatdowerecord?
Whatdoweassess?
Whatdowewantstudentstolearn?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Make a judgement about student achievement
Aqua 8 Task 1 Task 2 Essay Book Test Group task
Anderson Joel D C 12 ✔ 21.5 C
Beattie Sam B A 18 ✔ 25 A
Venuti Stefan A B 15 Poor/ needs attention 20 A
Anderson Joel Beattie, SamVenuti Stefan
AssessmentofLearningOneGrade
inClass/Semester
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What do you currently report?
Source:https://leachlegacy.ece.gatech.edu/abbeville/misc/ReportCard.jpg
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Federal Government requirement
A-E scale (or 5 point equivalent)
What does this look like in your sector?
www.federalfinancialrelations.gov.au/content/national_agreements/education/education_agreement.pdf
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QLD A-E descriptors• A – Evidence in a student’s work typically demonstrates a very
high level of knowledge and understanding of the content (facts, concepts, and procedures), and application of skills.
• B – Evidence in a student’s work typically demonstrates a high level of knowledge and understanding of the content (facts, concepts, and procedures), and application of skills.
• C – Evidence in a student’s work typically demonstrates a sound level of knowledge and understanding of the content (facts, concepts, and procedures), and application of skills.
• D – Evidence in a student’s work typically demonstrates a limited level of knowledge and understanding of the content (facts, concepts and procedures), and application of skills.
• E – Evidence in a student’s work typically demonstrates a very limited level of knowledge and understanding of the content (facts, concepts and procedures), and application of skills.
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What can a “sound” student do in HPE?
Imagesource:http://media.gettyimages.com/vectors/boy-with-good-grades-vector-id512058579
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Unpacking achievement in HPE
Limited level Sound level High levelUnderstandinginterpret basic feedback and use
it to refine their kicking and passing skills
analyse their own performance and use feedback to refine their
football skills
analyse their own and others’ performances and can provide
constructive feedback to enhance performance
provides simple arguments to justify the choice of strategies selected in a narrow range of game situations
explaining and justifying the movement concepts and
strategies selected in different game situations
Provides clear explanations and justifies decisions made in a range
of different games about the strategies selected
Transfers some basic strategies to games in similar categories
selecting strategies that have been successful before and
implementing them in different game situations
evaluates the success of selected strategies and proposes alternative
strategies for greater success
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Exploring levels of achievement
• ACARA work samples
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
• Queensland standard elaborations
https://www.qcaa.qld.edu.au/p-10/aciq/standards-elaborations/p-10-hpe
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What levels of achievement would you expect of students?
• Record what sound achievement (C)looks like for your unit of work
• Record what limited (D) and high (B) level achievement looks like.
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Questions?
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Recording your thoughtsAdd thoughts, insights and questions from session 4 to either of the following:
• Padlet
• Workbook
https://padlet.com/janice9/gladstone_ctiq
janiceatkin.comE D U C AT I O N C O N S U LTA N T
Planning future directionsWhat are your next steps?
– teaching and learning– assessment processes– professional development– reporting processes
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3-2-1 reflector• 3 people you will have a conversation
with when you get back to school
• 2 insights you will share with each of these people
• 1 question that you still have and need to investigate further
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Workshop evaluation
https://ja53.typeform.com/to/tZvXCY
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Want resources or training?
Email: [email protected]
