Assessment and reporting within an A-E framework • Go to https://janiceatkin.com/assessment- workshop-NSW/ • Watch video for prior viewing • Fill out the assessment reflection on page 3. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
What is my why? i n . c o m j a n i c e a t k https://trustworks.files.wordpress.com/2013/08/complicated.jpg EDUCATION CONSULTANT
What is your why? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Recording your thoughts Add challenges, thoughts, insights and questions to either of the following: • Padlet • Workbook i n . c o m j a n i c e a t k EDUCATION CONSULTANT
What I want you to walk away with • Solutions to challenges currently being experienced • Picture of what achievement looks like in the “new” PDHPE • Practical processes for planning teaching, assessment and reporting. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Workshop activity Challenges you are experiencing with assessing PDHPE i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Setting the scene Why do we assess and why A-E? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Assessment is about helping students to learn better .... .... rather than just get a better grade. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Assessment should ... • inform teaching and learning • provide quality feedback to students • provide a basis for reporting to parents. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Assessment should .... Elicit a range of performance Provide multiple ways and opportunities to demonstrate understanding and skills Provide timely, quality feedback. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
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 i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Planning process for teaching, assessing and reporting of the ”new” PDHPE i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Making the links What do we want students to learn? What do we assess? What do we record? What do we report? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Shifting the focus of our programs i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Traditional HPE programs • unintentionally label students • focus on individual responsibility • provide a one-size-fits-all approach • focus on what not to do • provide information hoping to influence attitudes and behaviours i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Shifting the focus to … • explore how they make sense of themselves in local and global context • focus on how young people DO health and physical activity • see health and physical activity as practices NOT outcomes • recognise the varied influences on how they behave and the choices they make i n . c o m j a n i c e a t k EDUCATION CONSULTANT
understanding our students helps us identify the most valuable learning experiences i n . c o m j a n i c e a t k EDUCATION CONSULTANT
understanding our students helps us prioritise what we teach i n . c o m j a n i c e a t k EDUCATION CONSULTANT
understanding our students helps us make programming decisions i n . c o m j a n i c e a t k EDUCATION CONSULTANT
understanding our students helps us plan for student engagement i n . c o m j a n i c e a t k EDUCATION CONSULTANT
understanding our students helps us say no! i n . c o m j a n i c e a t k EDUCATION CONSULTANT
What students told us ... They want to do something that makes a difference now i n . c o m j a n i c e a t k EDUCATION CONSULTANT
What does that mean for you? Give them real world problems to solve and an audience to hear their solutions ... make the learning feel essential! i n . c o m j a n i c e a t k EDUCATION CONSULTANT
help students think more critically about what it takes to create real change... ...for themselves ... for others ... and for their communities. i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Reflecting on the “real world” of your students • What challenges do they face? • What do they value? • What are they concerned about? • What do they want to change? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
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What are the behaviours, decisions and actions that children and young people engage in that you are trying to influence through teaching HPE? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
• What are the other contextual influences on these behaviours, actions and decisions? • What skills and understandings can help a young person to deal with these influences? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Step 1: What do we want students to learn? • Identify key skills • Identify key understandings • Identify contexts for learning these understanding and skills Build a picture of why that learning matters i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Identifying key learnings Understanding / Outcomes Content Learning Skills expectation perform specialised movement skills by combining movement concepts. Apply, adapt and vary movement skills with increased confidence and precision (Movement skills – fundamental movement) Apply movement concepts and select tactics to create, perform and solve movement challenges (Movement skills – tactical movement) i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Recording your thoughts Add thoughts, insights and questions from session 2 to either of the following: • Padlet • Workbook i n . c o m j a n i c e a t k EDUCATION CONSULTANT
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Unpacking learning expectations • For each of the understandings and skills, identify the learning expectations described within the DRAFT: – Outcomes – Content Build a picture of how well students need to learn i n . c o m j a n i c e a t k EDUCATION CONSULTANT
The “new” PDHPE i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Unpacking learning expectations Understanding / Outcomes Content Learning Skills expectation perform specialised Refines, applies and movement skills by transfers movement skills ACPMP080 combining movement in a variety of dynamic ACPMP082 concepts. PA contexts (PD 4-4) Apply, adapt and Transfers and adapts vary movement skills solutions to complex with increased movement challenges 1 st dot point confidence and (PD 4-5) precision ACPMP080 (Movement skills – fundamental movement) Apply movement Demonstrates how concepts and select movement skills and tactics to create, elements of movement perform and solve can be adapted and ACPMP082 movement transferred to enhance ACPMP087 challenges and solve movement (Movement skills – challenges (PD 4-11) tactical movement) i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Identifying learning expectations Understanding / Outcomes Content Learning Skills expectation Refines, applies and perform specialised analyse their own transfers movement movement skills by ACPMP080 performance and use skills in a variety of combining movement ACPMP082 feedback to refine their dynamic PA contexts movement skills concepts. (PD 4-4) Apply, adapt and vary movement skills Transfers and adapts with increased solutions to complex explain and justify the 1 st dot point confidence and movement movement concepts and precision challenges (PD 4-5) ACPMP080 strategies selected in different game situations (Movement skills – fundamental movement) Demonstrates how Apply movement movement skills and concepts and select elements of select strategies that tactics to create, movement can be have been successful perform and solve ACPMP082 adapted and before and implement movement ACPMP087 them in different game transferred to challenges situations enhance and solve (Movement skills – movement tactical movement) i n . c o m j a n i c e a t k challenges (PD 4-11) EDUCATION CONSULTANT
Questions? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Take 5 • 5 squats • 5 jumping jacks • 5 arm circles • 5 “looking for the chicken” i n . c o m j a n i c e a t k EDUCATION CONSULTANT
Making the links What do we want students to learn? What and how do we assess? What do we record? What do we report? i n . c o m j a n i c e a t k EDUCATION CONSULTANT
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