Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Assessment and Evaluation in HPE
Transcript of Assessment and Evaluation in HPE
IN HPE The Seven Fundamental Principles: When fully understood, and put into practice by teachers, these principles can guide collection of information to inform instructional decisions, promote students engagement, and improve student learning. Teachers should use practices and procedures that:
are fair, transparent, and equitable for all students;
support all students, including those with special education needs;
are planned to relate to curriculum expectations and learning goals and, as much as possible, to the interests, learning styles, needs, and experiences of all students;
communicated clearly to students and parents;
ongoing, varied in nature, and administered over a period of time;
provide ongoing descriptive feedback, that is specific, meaningful, and timely in nature;
develop student self-assessment skills. Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1 to 12, 2010. http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf Assessment Diagnostic Formative Summative Body Body Body Baseline to discover strengths and weaknesses Examples:
worksheets No mark value (assessment only) Body Body Body Assessment and Evaluation The primary purpose of assessment and evaluation is to improve student learning.
Both Assessment and Evaluation should be AUTHENTIC
Realistic or natural settings
Emotionally safe What is the Difference? ASSESSMENT: for, as and of Learning
Can be Diagnostic, Formative or Summative
Linked to Unit or Lesson Learning goals and Success Criteria
Elicits information about student learning (through observation, conversations, student products etc.)
Allows Descriptive Feedback (for students and teachers)
Includes self-assessment and peer-assessment
Individual goal setting
Develops Independent and Autonomous learners EVALUATION: judging, valuing, marking
Formative or Summative (but NOT Diagnostic)
Communicates what students know and can do with respect to the provincial curriculum expectations
Focuses on students’ achievement of the overall expectations (Achievement Charts)
Utilizes professional judgement
Requires evidence of student achievement (observation, conversation and student products)
Used for mark value (Report Card)
Student is responsible for evidence of achievement (completing work, handing products in on time, not cheating etc.)
Evaluates learning skills and work habits for life (reported as needs improvement, satisfactory, good and excellent) What is the Difference Cont... Learning Goals Success Criteria clearly identify what students are expected to know and be able to do, in language that students can readily understand. describe in specific terms what successful attainment of the learning goals looks like. Are to give clarity and description to students about what the assessment and evaluation are achieving. Importance of Learning Goals and Success Criteria Teachers develop learning goals based on the curriculum expectations and share them with students at or near the beginning of a cycle of learning. Teachers and students come to a common understanding of the learning goals through discussion and clarification during instruction. The success criteria are used to develop an assessment tool, such as a checklist, a rubric, or an exit card. Teachers can ensure that students understand the success criteria by using clear language that is meaningful to the students and by directly involving them in identifying, clarifying, and applying those criteria in their learning. Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1 to 12, 2010.
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1 to 12, 2010. http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1 to 12, 2010. http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf Assessment
Evaluation Learning Goals
Success Criteria Overview of
Principles Using Technology
& Evaluation Example 1: VoiceThread Using Technology
& Evaluation Using Technology
& Evaluation Example 3: iPad Example 2: Survey Monkey for Self Assessment Making Assessment and Evaluation Meaningful to Senior Health & Physical Education Students Five Guidelines Towards Effective Assessment
1. Clear purpose or transparency. Students must know why the assessment is being conducted, who will use the results and how this assessment will fit into the grand scheme of things.
2. Clear targets. The purpose and target of the activity must be clear to students, teachers and administers.
3. Sound design. Teachers must ascertain that the assessment tool used accurately reflects student achievement and can allow the teacher to make accurate assumptions about student learning.
4. Effective communication. The results of the assessment must be shared with all stakeholders and feedback be provided about the results of the assessment.
5. Student involvement. Students should be involved in various aspects of assessment including peer assessments, self-assessments, goal setting, and tracking progress. Collier, Douglas. 2011. Increasing the value of physical education: The role of assessment. Journal of Physical Education, Recreation & Dance 82, (7): 38-41. Alternative vs. Traditional Assessment
(Implications for 21st Century Learners)
pen and paper, multiple choice, or standardized tests
tend to measure narrowly defined characteristics, do not integrate the skill or process and artificial in nature
motivated by the fact that it facilitates teaching, enhances learning and results in greater learning
performance based, where students are able to demonstrate learning
authentic because it takes place in a real-life setting and has "contextual significance". Larry D Hensley. Journal of Physical Education, Recreation and Dance, ISSN 0730-3084, 09/1997, Volume 68, Issue7, p.19 Survey Monkey
Grade 11 PPL30
Healthy Active Living Education Self Assessment Survey
Students complete the survey monkey survey to reflect upon their achievement and next steps in the grade 11 Healthy Active Living Education class.
The results are submitted to the teacher.
Click on the following web link to see a sample senior HPE self assessment survey:
http://www.surveymonkey.com/s/P33B3P8 Self Assessment
The primary purpose of assessment and evaluation is to improve student learning.
The Ontario Ministry of Education document, Growing Success lists self-assessment as one of the seven fundamental principles that will help inform instructional decisions, promote student engagement and improve student learning. Survey Monkey for
Self Assessment in HPE Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1 to 12, 2010. http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf Click here for a video overview of VoiceThread: http://vimeo.com/32856071 Learning Goals have a specific function. Each goal helps the students understand what is expected of them in the course or unit. Although students will learn other information along the way these are the main ideas where information needs to be gained.
Success Criteria have to be made with the end in mind. The criteria laid out shows the students how and what they need to do to achieve the learning goals. As students achieve their learning goals success criteria should be reviewed to make sure students understand what is needed to achieve more learning goals and at a higher level.
Learning goals and success criteria done with a collaboration of student and teacher input will have the greatest achievement in both the students understanding of the activities they are doing and the assessments the teachers are implementing. http://voicethread.com/share/3261293/ VoiceThreads http://voicethread.com/ Using VoiceThread for
Strategy/Tactical Evaluation A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate slides and leave comments in 5 ways - using voice (with a mic or telephone), text, audio file, or video (via a webcam). Share a VoiceThread with friends, students, and colleagues for them to record comments too. Teachers can post video or picture of an oppositional or defensive formation and have students comment on the advantages and/or disadvantages of each. Could also be used to analyze game play, skill development, etc.
Click on the link to see the example: Using an Ipad for assessment in HPE Allows for Authentic Assessment
Access to Apps for assessment (i.e. Easy Assessment)
Camera and video analysis
Useful tool for peer teaching and peer assessment (descriptive feedback) Peer Assessment Research suggest that peer teaching can be more effective than traditional methods of instruction because of student interaction and the individual instruction time.
Students can use the video feature of an ipad to give descriptive feedback (both visual and verbal) Easy Assessment Application from Apple http://thepegeekapps.com/assessment/ Kitts, M. (2003). Assessment strategies for physical education. ProQuest Education Journals, 16(6), 29-32. The information and examples that follow focus on using "alternative assessment" as a means to engage our 21st century learners in Senior HPE courses.