Assessment

Formative Assessment is assessment FOR learning.

Theoretical Framework - Five Key Strateges

• Teachers share learning outcomes and what success looks like for students.
• Using discussion and other learning tasks so students show understanding.
• Provide useful feedback to move learners forward.
• Allow opportunities for students to learn from one another.
• Students responsible for own learning progress.
• Adapted from Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. doi:http://dx.doi.org.ezproxy.lib.ucalgary.ca/10.1007/s11092-008-9068-5

How can it work in PE?

• Daily feedback with students about their PE skills progress.
• Combines self and teacher assessment, and drives the learning agenda.
• Daily assessment relates to lesson and skill development while keeping an eye on overarching objectives.
• Teacher needs some insight into a student's mental life to determine if learning has occurred.
• Question: How do performativity and competence connect with formative assessment?

Performativity

Competence

Alberta Assessment Consortium

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Start from the Outcomes
Question: Think of the activity we did on Thursday, how would you assess learning?

Examples of Formative Assessment

• Daily pedometer challenge
• Self Tracking Apps
• Student/teacher discussion
• Daily Participation - Student and Teacher Assessment
• Teacher Observation
• Student led lessons without summative grading

Summative Assessment

Summative Assessment

• In a perfect world, the final grade should not be a surprise to the student.
• May be in the form of a number, letter, rubric, written note, or combination of the above.
• Question: How can summative assessment ensure future participation?

Recording Final Grades

• Unit completion - back to objectives you set and student goals. What does successful completion mean to you? What does successful completion look like to your students?
• Teacher comments
• Grade book storage and saving
• Online Reporting (school system specific)
• What do you do with zeros?

Developing Rubrics

Why Use a Rubric

• Begins with the outcomes and uses action words.
• Given to students with assigned task.
• Shared understanding between teachers and students around task expectations.
• Student work is compared to the standard rather than compared to other student work.
• Increases teacher consistency in grading.

Developing Quality Rubrics

• What is the primary outcome that you want from your learners?
• Determine criteria that students will display to show learning of outcome.
• Assign depth of understanding to different grading blocks.
• Explain rubric to students, and test rubric for clarity and depth of knowledge (Bloom's Taxonomy).

Bloom's Taxonomy

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References