Assessment & Evaluation in Physical Education

Brigitte Webster
Grade 5/6 WCDSB

Assessment for, as and of Learning

Assessment for learning...

What skills are your students coming in with?

This is your diagnostic assessment.

Marks are not used when deciding on final report card grades.

Assessment as learning...
What skills are your students developing and what still needs attention?

This is your formative assessment.

How are you tracking their progress? Checklists; Anecdotal Observations; Conferencing; Testing

Marks are not used when deciding on final report card grades.

Assessment of learning...
What skills have your students gained? This is your summative assessment. Marks are used when deciding on final report card grades.
You must be able to justify to a parent or administrator how/why you assigned your grade. Think exemplars;, leveled work comparison; moderated marking, rubrics, success criteria.

MARK BOOK OLD SCHOOL 1

Student A B C BBall 9/10 6/10 7/10 VBall 8/10 4/10 7/10 FHockey 8/10 6/10 7/10

Examples of Previous Mark Books

Attitude 7/10 3/10 10/10 Part. 10/10 5/10 10/10 Effort 8/10 5/10 10/10 50/60 29/60 51/60 Grade 83% 48% 85%

MARK BOOK OLD SCHOOL 2

Student A BBall A VBall AFHockey AAttitude BPart. A+ Effort AAGrade 4-

B
C

CB-

R
B-

CB-

R
A+

DA+

DA+

F
A-

R
4-

WHAT SHOULD YOUR MARK BOOK LOOK LIKE TODAY?

Learning Goal: B1.4 Send & receive objects using different body parts & equipment, adjusting for speed, while applying basic principles of movement.3
Students Knowledge & Understanding
Understands techniques taught

Thinking
Analyses movement skills

Communication
Uses correct terminology

Application
Applies skills in a variety of situations

V l B a l

B l B a l

F k H e o y c

V l b a l

B l b a l

F k h e o y c

V l b a l

B l b a l

F k h e o y c

V l B l b b a a l l

F k H e o y c

A B

4 3

4- 4

4 2

4 2

4 2

4 2

3+

43-

4- 3 3
2+

3 +

3 4-

3- 3- 3- 2

2+

2 2

2- 2 2+

3 3

3 3

Notice weve lost attitude, participation & effort. These are evaluated using a separate learning goal.

Evaluating Active Living

Not every specific expectation can be evaluated across the 4 achievement categories and that is okay!!
A1.1 Actively participate in a wide variety of program activities according to their capabilities, while applying behaviours that enhance their readiness and ability to take part.3
Students

Application

V l B l a

Application of Knowledge & Skills

B l b l a F c y H k o e

A B C

4 3 2

4 3+ 2

4 2 3

4 3 2+

Assessing How Students Throw Objects

First you must know what the developmental stages are when throwing object. Second you must communicate the Success Criteria to your students. Note that the Success Criteria must be grade level appropriate.

Developmental Stages of Throwing

Stage 11 Throwing motion is posterior-anterior in direction Feet do not move Little trunk rotation Force for projecting the ball comes from hip flexion, shoulder protraction, and elbow extension

Stage 21 More rotation of the body Performer may step forward (ipsilateral or contralateral pattern) Arm brought forward in transverse plane Form resembles a sling

Stage 31 Note the ipsilateral arm-leg action Ball is placed into throwing position above the shoulder by a vertical and posterior motion of the arm at the time that the ipsilateral leg is moving forward Little or no rotation of the spine and hips Follow-through includes flexion at the hips and some trunk rotation

Stage 41 Movement is contralateral Little or no rotation of the hips and spine during windup Motion of trunk and arms resembles stages 1 and 3 Stride forward with contralateral leg provides a wide base of support and stability

Mature Movement Pattern1

Diagnostic Assessment
Activity Have students throw and catch a football across the gym. Use checklist to make note of observations.
Student Target Arm Used Contrilateral Stepping Phase Contrilateral Body Movement Reach Back with Throwing Arm Rotation of Arm & Wrist Follow Through with Throwing Arm Hits Target

A B

Awkward needs repetition Below ear level

More wrist snap needed

Armgood Wrist-stiff

Early release

Inconsistn et

Inconsistent

Not far enough

Over turning

Over throwin g

Rarely

Formative Assessment
Student A
- Good - Target hitting very consistent

Student B Student C Student D Student E

- Good follow thr. -Contr. mvmt, inconsis. - Missing target often - Lacking confidence - More trunk rot. needed - Good - Impvd use of tgt arm - Not behind ear far enough - No arm rotn - Impvd target hitting

Student F

Student G

Student H

Student I

Student J

Summative Assessment
Learning Goal: B1.4 Send & receive objects using different body parts & equipment, adjusting for speed, while applying basic principals of movement.3
THROWING
Knowledge & Understanding
Contrilateral movement shown Trunk rotation Uses target arm Appropriate flexion at hip Correct arm action with follow though Stability & control established

All elements shown consistently

Most elements shown consistently

Some elements shown consistently

Few elements shown consistently

Thinking
Analyzes movement patterns Attempts to understand and make corrections given

Always

Usually

Sometimes

Rarely

Communication
Uses correct vocabulary when communicating verbally

Always Consistently & Accurately

Usually Consistently

Sometimes Inconsistently

Rarely Struggles to

Application
Uses developed throwing movement patterns in multiple situations including game play.

Things to Remember When Assessing & Evaluating in Physical Education

The achievement chart on pages 38-39 are your primary resource.3

Use the information in brackets to help you determine which achievement category you are evaluating.

Evaluation should not be completed based on the units you teach, it should be based on the expectations you are covering.
There is no unit mark for volleyball however you may be covering several expectations when teaching a unit on volleyball. You must evaluate these expectations separately and not lump them altogether.

The qualifiers defining each levels within the achievement chart are vague.
What is the difference between a Level 4 with a high degree of effectiveness and a Level 3 with a considerable degree of effectiveness.? This is where your professional judgment comes into play as now allowed by the government through the Growing Success document published last year.2 It is not necessary or prudent to evaluate your students on a one time serving test in volleyball. Skill evaluation should be ongoing and students must be provided with several opportunities to demonstrate their skills for evaluation.

The mode (the highest, most frequent number) is used to assign term grades when evaluating in any subject not the mean (the average).2

References
1. Developing Fundamental Object-Control Skills. [PowerPoint slides]. Retrieved from www.yorku.ca/bakerj/Object%20Control%20Skills%20web.ppt (see this PPT for phases of catching, kicking, striking & punting) 2. Ontario. Ministry of Education. (2010). Growing success: Assessment,

evaluation & reporting in schools. Toronto: Author. 3. Ontario. Ministry of Education. (2010). The Ontario curriculum: Grades 1-8:

Health and Physical Education. Toronto: Author.