Sample Assessment
Grade 4 Curriculum Expectations
This is an excerpt from the grade 4 HPE curriculum which would be used to determine your learning goal.
B. MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES
B1. Movement Skills and Concepts
B1.4 send and receive objects of a variety of shapes and sizes at different levels and speeds, using different body parts and equipment, while applying basic principles of movement* (e.g., balance on the balls of their feet to be ready to move when receiving; step forward with the opposite foot and use the whole body when throwing a ball to achieve maximum force; use a scoop to explore different ways of catching a ball or beanbag; perform underhand and overhand throws with their dominant and non-dominant hands while keeping their eyes on the target; kick or trap a ball at various heights while remaining aware of their surroundings; move their feet and transfer their weight backwards to absorb force when receiving; move arms or legs faster to send with more force; toss and catch scarves in front of their bodies, following a simple pattern, when learning to juggle) [PS, IS]
Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 1-8: Health and Physical Education, Interim Edition 2010 (revised). ON: Queen’s Printer.
The example assessment tools shown below would apply to this grade 4 curriculum expectation and would apply to the skill of kicking a ball.
Your Learning Goal: B1.4 – Send objects of different shapes and sizes at different levels and in different ways, using different body parts (eg kick a utility ball to a partner).
B. MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES
B1. Movement Skills and Concepts
B1.4 send and receive objects of a variety of shapes and sizes at different levels and speeds, using different body parts and equipment, while applying basic principles of movement* (e.g., balance on the balls of their feet to be ready to move when receiving; step forward with the opposite foot and use the whole body when throwing a ball to achieve maximum force; use a scoop to explore different ways of catching a ball or beanbag; perform underhand and overhand throws with their dominant and non-dominant hands while keeping their eyes on the target; kick or trap a ball at various heights while remaining aware of their surroundings; move their feet and transfer their weight backwards to absorb force when receiving; move arms or legs faster to send with more force; toss and catch scarves in front of their bodies, following a simple pattern, when learning to juggle) [PS, IS]
Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 1-8: Health and Physical Education, Interim Edition 2010 (revised). ON: Queen’s Printer.
The example assessment tools shown below would apply to this grade 4 curriculum expectation and would apply to the skill of kicking a ball.
Your Learning Goal: B1.4 – Send objects of different shapes and sizes at different levels and in different ways, using different body parts (eg kick a utility ball to a partner).
Diagnostic Assessment
Activity
· Have students kick a football across the gym aiming to place the ball between two orange pylons.
· Girls should be just developing the phase 3 skills, Boys will be approaching the phase 4 skills.
· Use checklist to make note of observations.
Diagnostic Assessment Chart
Assessment of Learning is performed at the beginning of the unit and is used to evaluate what skills the student is coming into the unit with. This allows the teacher to focus lessons on areas that need improving.
Formative Assessment-By The Teacher
Assessment For Learning should be used to help the student improve his/her performance for the learning goal.
The student needs to receive feedback in a student friendly format. Although the teacher may record their observations on an assessment sheet, this is often orally relayed to the student. It is good to remember that some students would benefit from seeing a written assessment at this time, as this would be more meaningful for a student with a visual learning style.
Formative Assessment-By The Student
Formative Assessment of Throwing-By The Students
Submitted to PE Central by Joselle Edwards. Joselle teaches PE at Harding ES in Blacksburg, VA.
Assessment For Learning Can be performed in many different ways and it does not have to always be done by the teacher. Student's can self assess or give feedback to each other. The example on the right was taken from the web site, PE Central (see references). It is an example of a peer observation sheet for throwing a ball. This feedback would not only help the student being assessed but really makes the peer observer analyze their partner's performance and take note of what the success criteria are for a particular activity/skill.
This type of assessment helps both students involved.
Summative Assessment
Assessment Of Learning is done at the end of a unit and is used to assign a grade for an age appropriate evaluation of the students knowledge and skill of a learning goal.