Assessment in Health

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Assessment in Health PE

• Rick Baldock
• Curriculum Policy Officer, Health PE
• DETE

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Assessment

• Assessment is the process of gathering and
  analysing information in order to make judgements
  about students learning in relation to
  curriculum goals. ACSA 1994 p. 38
• Assessment should be recognised as a complex and
  inexact process which involves degrees of errors
  of observation, description, measurement and
  judgement. ACSA 1994

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Making DecisionsAssessment, recording and
reporting

• 1. The Learning Activity This includes concepts,
  skills and processes on which you are focusing in
  this unit of work
• 2. As a result of the Learning Activity students
  will be able to . . . (examples of evidence)
• 3. Select one of these examples of evidence that
  you will use for assessment and describe how
  students will demonstrate achievement. (What
  will you see them doing or hear them saying?)

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Making DecisionsAssessment, recording and
reporting

• 4. How will the information about students'
  achievement be gathered?
• 5. Design or select a record to gather the
  information
• 6. Select a student who has successfully achieved
  the criteria. Write 2 descriptive sentences
  reporting this to parents and caregivers
• 7. Link the assessment information to the
  standards strands and examples of evidence
• From work undertaken by Tracy Zilm

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Assessing Quality of Movement

• Setting Quality Criteria for Dance
• Be inclusive regardless of their dance
  experience. Everyone should be capable of doing
  it!
• You are exercising your aesthetic judgement
• What would make it look good?
• Setting Quality Criteria is a matter of valuing
  your own judgement

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A Task Card

• 3 levels of performance
• Basic
• Proficient
• Advanced
• 3 Criteria
• Motor Criteria
• Cognitive Criteria
• Emotional Criteria

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Establishing Criteria

• Criteria should be determined based on the
  Standards within the Health PE Learning Area.
  For greater explanation utilise the examples of
  evidence.
• The criteria selected can change based on the
  needs of the students based on teacher judgement
  against the standards.

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Assessing Childrens Progress

• Evaluating your teaching program - teacher
  effectiveness
• Assessment of student learning by the teacher
• Student to student assessment

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Program Effectiveness

• Evaluating the impact of the experience on
• Motor learning
• Knowledge/understanding
• Emotional/creative development
• Need criteria for evaluation
• Develop a list of questions that relate to the
  objectives with specific reference to motor,
  cognitive and affective development
• Can all the students perform all the steps?
• Can the student remember the sequence of steps?
• Are students able to change direction?
• Can they maintain the practical formation of the
  dance?
• Can they describe what the steps represent about
  the culture?
• Can they relate positively to partners and
  groups?

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Teacher Assessment of Student Learning

• What growth is evident in attitudes, ability to
  learn, create and perform dance?
• Personal interaction and feedback with each
  student is very important
• Assessing what you see
• Thats great . . . then be specific . . .
• Explain the Criteria to the children
• Im looking for . . .
• Make a list of what is . . .
• BASIC
• PROFICIENT
• ADVANCED for each learning experience
• Assess comprehension by asking . . .
• How are the movements related to the idea?
• How do your muscles feel when you move in a
  straight line?
• Where do you see straight lines in this space?

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Peer Assessment

• Providing an opportunity to respond to the dance
  of others
• One to one One to others
• In time children can develop their own criteria
  for evaluation
• Give input early on - in relation to
• Remembering the sequence
• Clear movement
• Timing
• Use of space
• Use of energy
• Enjoyment

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Peer Assessment

• Define Criteria
• EXCELLENT - Everyone did everything well
• GOOD - A few mistakes
• OK - Many mistakes
• Write an evaluation and justification
• Criteria for assessment may be based on the TASK
  - Ask specific questions

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Self Assessment

• Students evaluate themselves on what they know
  about dance, how well they learn or create
  movement and how well they feel about dance
• May take the form of . . .
• A journal Personal conference writing a letter
  Drawing a picture
• What was your favourite part of the lesson, why?
• What parts of the lesson should be changed?

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Self Assessment

• Questions guide focus . . .
• What part of the lesson was most interesting?
• What did you learn about dance today?
• Is this like anything weve done before?
• Questions during the experience . . .
• Did you pay attention the whole lesson?
• Did you cooperate with your partner?
• What movements did you do well?
• What movements could you practice so they are
  better next time?

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Example Questions to Assess Cognitive
Understanding

• Name 3 different movements you performed in the
  dance.
• Why do people dance?
• Describe how directions and levels are used in
  dance.
• What movements are similar in the two folk dances
  we learned today?
• Adapted from Teaching Children Dance, T Purcell
  (1994)

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Example Questions to Assess Cognitive
Understanding

• Describe one movement from each dance that you
  feel was strong and powerful.
• What do the movements in the Russian Troika tell
  us about the Russian culture?
• Describe the sequence of the Troika. How does it
  begin?
• What happens next?
• How does it end?
• Adapted from Teaching Children Dance, T Purcell
  (1994)

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Example Questions to Assess Childrens Feelings
Towards Dance

• What parts of the learning experience did you
  like most? Why?
• Would you like to perform this dance again? Why?
• What do you like most or least about dancing?
• How do you feel when you are dancing?
• Adapted from Teaching Children Dance, T Purcell
  (1994)

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Example Questions to Assess Childrens Feelings
Towards Dance

• Do you feel you can be creative in dance? When?
• Do you enjoy dancing with others as part of a
  small group?
• Do you feel uncomfortable in any part of the
  dance learning experience? What part? Why?
• Adapted from Teaching Children Dance, T Purcell
  (1994)