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Core PE Assessment
Transcript of Core PE Assessment
Assessment in Core PE
The National Curriculum
The PE curriculum for Key Stage 3 and 4 was reviewed and implemented in 2007. Despite consultation in 2009 assessment level descriptors remained the same and are required to be used to inform statutory teacher assessment of all students at the end of Key Stage 3 by all schools.
1. To understand the purpose and principles of assessment.
2. To share PP1 assessment experiences.
3. To understand how an assessment model is developed.
4. To put an assessment model into practice.
National Curriculum for PE
Often, assessment is used to ‘prove’ whole school improvement.
The most powerful assessment processes and systems do much more than that.
The key principles underpinning successful assessment are that:
• the learner is at the heart of assessment
• assessment needs to provide a view of the whole learner
• assessment is integral to teaching and learning
• assessment includes reliable judgements about how learners are doing, related, where appropriate, to national standards.
The principles of assessment
Split into teams depending on the colour of the shape on your card.
Give one suggestion per post it note of something you have seen or know about in relation to assessment in Core PE and add to the team ladder.
The winning team is the team with most suggestions in 3 minutes
In 30 seconds - working individually write down what assessment is in Core PE.
Move the consensus plate anticlockwise, read all the responses.
Agree a group response and share with the group
Use of Ipad technology and Google Drive
* Worked with staff from across NT on the APP.
* Adopted it as practice within the department and assessment model for all staff to use.
* Staff recorded student progress on database using Microsoft Excel.
……use of the North Tyneside APP
* Students were achieving Level 5 in PE but there were low numbers achieving higher than this.
* No clear assessment procedure for KS3 and/or tracking system.
* Difficult as a HoD to monitor student progress.
* Lack of consistency across the department and need for standardised approach to assessment of students.
Starting point for Churchill……
* It is a work in progress system and there are teething problems that we come up against and need to overcome!!
* Ideally it would be good to add more student information to the database (including vulnerable groups) – this will then analyse achievement of students in each of these groups against whole college achievement and national averages.
* Student target information – so that achievement in each activity area is assessed against end of year and end of key stage targets.
* Implement the APP into feeder primary schools – starting with Year 6 at Battle Hill this year.
* That can be used in practical lessons.
* With fewer assessment focus (AF) areas.
* Which shows progress of students in a range of activity areas.
* Which monitors when data is submitted.
* Which allows easy monitoring of student progress across all groups.
Ideally - A System………
* Difficult to easily identify where NC levels had been awarded and which activity area they were based on.
* At times there was no evidence to support progress made by students if they had been assessed in an area of strength at the beginning of the year.
* Difficult to accurately assess across five assessment focus areas.
Students found it difficult to recall NC level and identify how it could be improved.
* Identification of activity areas when supporting students with informed decision around GCSE/BTEC option choices
Assessment had to be done outside of lessons due to need for data input on PC
Areas for Improvement
* Improvement in attainment of students by the end of KS3.
* Use of APP in KS4 gives staff and students a focus and ensures progress is tracked through KS4.
* Improved tracking of student progress data and attainment levels.
* Supported with lesson planning and learning objectives to meet the needs of the group to achieve higher NC levels
* Enabled base line assessment of Year 7 students which could be used to agree end of KS target grades rather than using KS2 Maths/English/Science data
* Assessment of students can be tracked from start point in Year 7 through the Key Stage.
* Half termly data is inputted via college assessment manager system and know shows progress rather than the previous zigzag pattern when reporting on individual activities.
The NC level is calculated using a scoring system based on the statements submitted as achieved.
This is weighted from Level 3 to 8 and within each level i.e. statement 4 carries more value than statement 1.
From the submitted form the data goes to the database sheet which gives a level for the activity area for the assessment focus area.
Statements grouped by Level and split into 4 statements per level
Drop down list to select activity
A separate form for AF1 and AF2
The best NC level is then highlighted with the blue bar. This is the NC level which is
An overall NC level is then calculated for each activity (average of AF1 and AF2)
Data is also updated on the overview document which give an NC level for AF1 and AF2
In groups of three
(by shape on your card)
take an assessment sheet and an Ipad
Use the criteria to assess at least three different students.
Record levels using the APP sheets on the Ipad. You will need to assess AF1 and AF2 for each student
Watch the video clips and assess 3 students using the A3 assessment sheet.
Discuss and agree assessment levels for AF1 and AF2 as a group for the students.
Where do you stand on assessment as your prepare to start teaching in your PP2 school?
Choose a place in the room......
* Something I have to share
* Something I will do next week
* Something I will do during PP2
Personalised teaching and learning strategies
Pupils’ learning, progress and achievements
End of year/end of Key Stage; formal recognition of pupils achievements, sets a baseline for the pupils’ next teacher
Often termly, uses a range of evidence to review pupils progress over time, linked to national standards.
Day-to-day assessment/assessment for learning (AfL)
Integral to teaching and learning; draws on, for example, conversations with pupils, observations, ongoing marking, peer assessment and self assessment.
The System of Assessment
There are three parts to the system of assessment. Together these provide the rhythm of an assessment year.
Churchill – KS3 data
The Changing Face of Education..............
* Each member of staff
has a Ipad – allows for
assessment to be done
in teaching areas
* Overview document which
has all data for all students
to allow for monitoring.
* APP forms/database created
and shared with staff
via google drive.
* Link to APP forms for
sent to all staff so they
can be saved to Ipad home page.
A new curriculum for September 2014 meaning less prescription and more freedom for teachers with regards to delivery style and content.
The withdrawal of the level descriptors........
What do this mean in terms of assessment of students?
Measuring progress of students over time?
Enabling students to see progress in relation to target grades?
Reporting to SLT and parents each half term on student progress?
Consistency and Standardisation of assessment across department?
• put the learner at the centre of the process
• help learners to recognise their strengths and areas for development, and identify how to improve
• give schools a rounded view of the whole child: their confidence, sense of value, self-belief, attitudes, disposition and aspirations
• consider whether learners can apply their knowledge, skills and understanding in different contexts
• enable teachers to shape their teaching so that it meets every learner’s needs
• support individuals and departments to develop the curriculum and their plans, and enable staff development
• involve a wider audience (parents, partner schools and community partners) in assessing and sharing assessments
• link to national standards.
Alongside the assessment try and collect video clips of the students performing