Assessment Types
There are three different types of assessment that are used to evaluate and help give the teacher and students information on what knowledge and skills your students posses.
Assessment for learning...
Assessment as learning...
–Checklists; Anecdotal Observations; Conferencing; Testing
Assessment of learning...
–Think… exemplars; leveled work comparison; moderated marking, rubrics, success criteria. |
The old way of marking would have had individual scores for volleyball, basketball, floor hockey etc. (whatever activities were being graded) and a mark for attitude, participation and effort, which would then have been pulled together for an overall grade.
The new way of marking states a learning goal, e.g., Send and receive objects using different body parts and equipment, adjusting for speed, while applying basic principles of movement. This learning goal can be evaluated by looking at multiple activities, such as volleyball and basketball but the activities are no longer graded separately. The learning goal is evaluated for; knowledge and understanding; thinking; communication; and application. Attitude, participation and effort are now evaluated using a separate learning goal.
The Achievement Chart For Health & Physical Education
The achievement chart for HPE can be found on page 38-39 of the HPE curriculum document. It is your primary resource. When referring to it use the information in brackets to help you determine which achievement category you are evaluating. Following is an excerpt from the HPE curriculum:
"The achievement chart that follows identifies four categories of knowledge and skills in health and physical education. The achievement chart is a standard province-wide guide to be used by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time.
The achievement chart is designed to:
- provide a framework that encompasses all curriculum expectations for all grades and subjects represented in this document; guide the development of assessment tasks and tools (including rubrics);
- help teachers to plan instruction for learning;
- assist teachers in providing meaningful feedback to students;
- provide various categories and criteria with which to assess and evaluate student learning."
Things to Remember When Assessing & Evaluating in Physical Education
To see examples of various assessments (Diagnostic, Formative and Summative) click the Assessment Link.
- Carry a clipboard with your assessment sheet so you can fill it in as you make observations. This could be a checklist, rubric or anecdotal table. PE classes are busy and chaotic, otherwise it will be hard to remember at the end of class who did what.
- Remember that you will not necessarily get to evaluate each student every class. Choose a handful of students and focus on them. There will be many opportunities to assess the students and you should never give a mark for a student based on only one observation period.
- Evaluation should not be completed based on the units you teach, it should be based on the expectations you are covering.
- The mode (the highest, most frequent number) is used to assign term grades when evaluating in any subject not the mean (the average)
To see examples of various assessments (Diagnostic, Formative and Summative) click the Assessment Link.