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Appraisal or Evaluation?. Survey =

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Evaluation IN PHYSICAL EDUCATION What, When, How?

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Assessment or Evaluation? Survey = "to sit next to" Systematically assembling proof from an assortment of sources Providing understudies with criticism for development (PE instructors are continually evaluating – why?)

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Evaluate = "judgment" Judging nature of work in light of built up criteria Assigning an incentive to speak to that quality

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"The basic role of appraisal and assessment is to enhance understudy learning" (Ontario Curriculum Grades 9 & 10 Program Planning and Assessment 1999)

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What is Unique About PE? Quick ability exhibition Large number of understudies Expectations are consolidated inside and crosswise over strands Assessment might be progressing, multi-action or single action Exceptional understudies may require an assortment of adjustments

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PE includes PERFORMANCE – Based Assessments Development & execution e.g. playing out a particular aptitude as per given criteria Process appraisals e.g. aggressive diversion circumstance in which various choices and alters in course are made

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From the Curriculum to the Report Card – What is the Process? Step #1. Understanding the Curriculum Step #2. Collecting the confirmation Step #3. Recording the proof of student learning Step #4. Evaluating – making the judgment Step #5. Completing the Provincial Report Card

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Step #1. The Ontario Curriculum Goal #1: Comprehension Curriculum Goal #2: Commitment Curriculum Goal #3: Capacity

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Goal #1: Comprehension "Understudies will build up a comprehension of the significance of physical wellness, wellbeing and prosperity and the elements that add to them."

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Goal #2: Commitment "Understudies will build up an individual duty to day by day incredible physical action and individual wellbeing practices."

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Goal #3: Capacity "Understudies will build up the essential development abilities they require to take an interest in physical exercises for the duration of their lives."

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Active Participation Physical Activity Physical Fitness Living Skills Safety

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Fundamental Movement Skills Locomotion Manipulation Stability (all coordinating development standards of connections, space mindfulness, exertion, body mindfulness)

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Healthy Living Healthy Eating Growth and Development Personal Safety/Injury Prevention Substance Use and Abuse

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Curriculum Expectations Overall desires Specific desires

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Achievement Levels Level 1 – beneath standard Level 2 – moving toward standard Level 3 – Provincial standard Level 4 – accomplishment above standard

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Knowledge and Skills Categories Understanding of Concepts Movement Skills Active Participation Communication of Required Knowledge These classifications create learning errands and evaluation exercises, advise guardians of the concentration of appraisal, and distinguish the learning desire as an "information" or "aptitude"

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Step # 2: Collecting the Evidence Sample Assessment procedures (what will understudies be doing?): Skill show (PERFORMANCE) Game play (PERFORMANCE) Journal, test, experiment examine, face off regarding, dialog Fitness profile/log, realistic coordinator Conference Project, introduction Role play Portfolio, contract Written or verbal reaction

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Step #2: Collecting the Evidence Sample appraisal apparatuses (what instrument will the educator/understudy use to gather the confirmation?): Assessment scales (rubric) Marking plan Target/wheel Observation agenda

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Assessment Scale for Assessing Fundamental Movement Skills Specific Expectation: send a protest an accomplice… .. Display: What does volleying resemble? Level 1 – once in a while performs Level 2 – now and then performs Level 3 – as a rule performs Level 4 – reliably performs

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Designing Assessment Tasks Focus on fundamental learnings (general desires), amass particular desires Determine the information/aptitude classification for each by looking at the verb What confirmation is required? – utilize an assortment of appraisal errands to accumulate confirm Provide understudies with clear targets, chances to meet desires Use Achievement level descriptors as a guide for social event confirm

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Matching Assessment Tasks Connect the learning desires to the Knowledge/abilities classes and the descriptors in the Achievement levels in "The Ontario Curriculum" (page 9) Expectations – content for learning Achievement Levels – how well the understudy has accomplished the desires

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Verbs Linked to Knowledge/Skills Categories Understanding of ideas: recognize, perceive, name, look at, layout, recognize, characterize, break down, relate, decide

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Verbs Linked to Knowledge/Skills Categories Movement Skills: spill, toss, kick, send, pass, adjust, perform, get off, hop, move, travel, ricochet, illustrate, join, hit, stop, hold, hang, utilize

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Verbs Linked to Knowledge/Skills Categories Communication of Required Knowledge: clarify, portray, convey, examine, exhibit, propose

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Verb Linked to Knowledge/Skills Categories Active Participation utilize, utilize, apply, show, work, take after, illustrate, stay, survey, take an interest, actualize, enhance, keep up, receive, give, gain, consolidate, exchange, screen

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STEP #3: Recording the Evidence make a different recording outline for every Knowledge/Skills classification (e.g. Comprehension of Concepts, Movement Skills, Active Participation, Communication of required learning) OPHEA Documents give loads of incredible examples!

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Recording of Evidence Chart Knowledge/Skills Category Level criteria Students names Expectations Topics/Units

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Step # 3 – proceeded with… Include descriptors (page 9) Include desires identifying with that class Indicate the subjects/units where understudies have chances to exhibit their adapting, however REMEMBER… … .

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Step # 3 proceeded… . A few desires might be exhibited in an assortment of units (e.g. motion) Units or subjects will identify with the program you create (e.g. b-ball, catch the banner, evade ball, and so forth.) Some desires will require year long appraisal (e.g. reasonable play, investment, and so on.) Some desires will be most suitably tended to in just a single subject or unit (e.g. adhering to a good diet)

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Step #3, proceeded with… Transfer the proof from the appraisal devices (rubrics, self, peer, instructor, and so forth.) to the recording graphs Record the suitable Achievement level (1, 2, 3, 4)

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Step # 4: Evaluating… Making a Judgment This includes deciding the HIGHEST MOST CONSISTENT LEVEL of accomplishment A weighting component ought to be considered for every Knowledge/Skills classification, thinking about QUANTITY, TIME, and QUALITY

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QUANTITY Weighting in light of the quantity of desires surveyed inside every classification (Active support conveys the most desires at all rudimentary review levels)

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TIME Weighting in view of the measure of time spent all through the term/year for the understudy to exhibit learning expectation(s).

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QUALITY Weighting in view of assignments that give a wealthier sign of understudies' capacity.

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Step # 5: Completing the Provincial Report Card Letter or rate review Anecdotal remark depicting the understudy's qualities, shortcomings and ventures for development Report on learning abilities

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The Provincial Report Cards Elementary Report Card Grade 1-6 Elementary Report Card Grade 7-8 Secondary Report Card

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Learning Skills Independent Work Initiative E Homework Completion Use of information G Cooperation with others Conflict resolution S Class support Problem solving N Goal setting

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SECONDARY LEARNING SKILLS Subject:______________________Grade:__________Reporting Period:__________

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Entering the Grade Translate the understudy's most astounding most predictable level from your recording page Translate that level into a letter or rate review View prepare as moving from 4 direct scale toward 12 point scale

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Provincial Guide for Grading Level 4 A+ 90-100 A 85-89 A- 80-84 Level 3 B+ 77-79 B 73-76 B- 70-72 Level 2 C+ 67-69 C 63-66 C- 60-62 Level 1 D+ 57-59 D 53-56 D- 50-52 R (Below 50) R Below 50

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Anecdotal Comments Describe the understudy's qualities and shortcomings in relationship to the four Knowledge/aptitudes classifications Describe the understudy's accomplishment as opposed to just posting the educational modules instructed Be clear, brief, and reliable with level of accomplishment Describe the "following strides", giving solid recommendations for parent and understudy

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Source: Getting Assessment Right: Health and Physical Education Grades 1-8 By: Sue Amos and Susan Orchard Data Based Directions Quality Resources for Educators

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