Title: Authentic assessment of game performance: Combined approaches leading to self-assessment
1Authentic assessment of game performance
Combined approaches leading to self-assessment
2How do we get students actively involved in their
learning?
- What does it look like?
- How does assessment affect student learning?
- What are alternative methods of assessment?
3Context of example in presentation
- Aim of physical education is to encourage
students to pursue an active lifestyle - Specific examples drawn from University
performance and analysis classes in tennis (PE117
and PE461)
4In both PE117 and PE461 the assessment procedures
culminate in a university grade.
- Consider
- How can these examples be transferred into other
contexts?
5Overview of presentation
- Four frames of assessment
- Game performance and the 4Rs
- Practical Examples
- Student responses
- Why do we assess?
6Assessment - Other/Self-Other/Self
- Grade based on teachers test and/or judgment
(Other decides) - Grade based on student self-assessment and judged
by teacher(Self has input into judgment by
Other) - Learning based on student self-assessment and
supported by the teacher (Self decides guided by
Others) - Self-initiated learning by students (Self decides
working with Others)
7Theory of Games Teaching/Learning
- Game performance combines tactical awareness for
appropriate motor skill selection and motor skill
execution - Movement (off-the-ball)
- Skill selection
- Skill execution
Griffin, L. L., Mitchell, S. A., Oslin, J. L.
(1997). Teaching sport concepts and skills A
tactical games approach. Champaign, IL Human
Kinetics.
8Anatomy of a game performance
- READ
- RESPOND
- REACT
- RECOVER
Hopper. (2003). Four R's for tactical awareness
Applying game performance assessment in net/wall
games. Teaching Elementary Physical Education,
March, (In press).
9Castle game Practical for 4Rs
See Articles section on Website
http//www.educ.uvic.ca/Faculty/thopper/index.htm
l
10Other decides (teacher)
- Officiating rules exam (graded)
- (Closed)
-
- Stroke analysis assignment (graded)(Structured
teacher but Open-ended solution) - Course log (pass/fail) (Structured teacher but
very open solutions)
http//www.educ.uvic.ca/Faculty/thopper/Web/PE11
7/index.html
11Reflection
- Teacher knowledge valued
- Student focused on finding our what teacher
values - Course log started to shift the way content was
organized - based on student program (teacher
prep, kinesiology, leisure admin.) the detail and
focus varied.
12Self has input into judgment by Other
(teacher then peers, graded)
- Rubric assessment criteria
- Other as teacher then Other as peer
- Drives
- For more examples link to
- http//www.educ.uvic.ca/Faculty/thopper/Web/PE117/
index.html
13Drives Criteria
14(No Transcript)
15Reflection
- Criteria set a progression for improvement
- The path to success was broken down and
encouraged goal setting by students - Students helped each other improve with highest
level grade in a skill category achieved for
coaching peers up one level.
16Self decides guided by Others (peers)
- Adapted game performance assessment instrument
(GPAI) - uses criteria based on how you play the
game - Modeled Authentic assessment - improved student
performance in a game - In-process assessment based on tactical
awareness and skill execution in game play.
Griffin, L. L., Mitchell, S. A., Oslin, J. L.
(1997). Teaching sport concepts and skills A
tactical games approach. Champaign, IL Human
Kinetics.
17Criteria for game performance
- Game Performance Components
- Base Recover to position behind or attacking
opponents target area. - Decision Making - Read with anticipatory
movement of moving-back to protect play area to
then press/defend or moving-in to attack
opponents response. - Cover Respond with quick split-step preparation
as opponent strikes the ball - Adjust React to ball with weight-shift movement
into shot execution. - Shot execution - Efficient performance of
selected shot - Support - Respond to partner receiving the ball
by moving to a position to receive/cover a
pass/shot.
18Game performance and the 4Rs
Decision Making
Cover
Adjust
Skill execution
Base
19A Point
20Skill
21Base
22Base
23Decision Making
24Decision Making
25Cover
26Cover
27Adjust
28Adjust
29Skill
30Skill
31Base
32Decision Making
33Cover
34Adjust
35Rest of Point
36Criteria for skill selection and execution
37Criteria for off-the-ball movement
38Level 1Criteria recording for a point played
39Level 2Judging each shot played
40New IdeaCriteria and tally system combined
41Seeing the 4Rs
42Reflection
- Students valued each others efforts
- Students learned to observe game performance as
they realized how to READ game play - READing led to the 4Rs cycle becoming more
meaningful and automatic
43Comments from students
- After course grade was completed students were
asked to comment on the game performance
assessment instrument (GPAI) process. This is
what they said
44About GPAI assessment process
- Its a learning environment for both the player
and coder, it also prepares you to become a
better coach or teacher. - Students realise that they are evaluated not in
comparison to others, but rather in terms of
individual improvement and not just skill
performance.
45Learning about Base
- As a beginner I was unaware of my poor base. As
soon as Kevin pointed it out there was an
immediate improvement.
46Learning Decisions Making
- Before this class I never read the opponents
response to my hit I would just react. By
figuring out whether the opponent is hitting
forward or on their back foot I can stay at the
baseline or move forward. This is making the
game a lot easier and Im winning a lot more
points.
47Learning to Cover and Adjust
- Reviewing my GPAI form I was relieved to see
that my base and decision-making were
excellentmy game falls apart in the cover,
adjust and skill execution portions. The reason
is due to split-stepping being a new idea to
me.
48Finally - Space for practicingSelf decides
working with Others
- Attendance and participation Worth 12 marks
equal to 12 of course marks. Failure to attend
class will result in marks not be earned. Full
attendance and participation will result in 10/12
of marks (approximate ½ mark for each class
attended). Evidence of practice outside of class
will make up the remaining 2/12 of marks for
participation (approximate ½ mark for each
practice session). Additional practice outside
of class will be considered as make up for any
absences from class. Students are required to
register class attendance and practices before
the class begins (RECORD OF PARTICIPATION).
49Reflection
- Participation assessment valued and made it an
expectation that students practiced outside of
class - Students felt they were treated like an adult -
make up if miss class. - Students saw it as a win/win situation - if they
practiced it was acknowledged and would lead to
better practical performance - Recreational habit forming - Class of 24 (2001)
only 2 practiced less than 4 times outside class
with 8 practicing more than 8 times. - Problem to find time with work commitments and
course workload
50Conclusion
- Progressive assessment techniques that shift
responsibility from teacher to students. - The GPAI values and diagnoses tactical play, it
helps students read game play cues which in turn
helps them enjoy playing more. - Reading creates a reason for skill practice.
- In my experience students become more focused on
improving skills when they can play a game, can
appreciate the play of a game. - I suggest that the combination of assessment
tasks moved students towards becoming
self-initiated learners of tennis.
51Why do we assess?
- Help students to learn
- Not discourage students from trying
- Recognize how student improving
- Combined Assessment methods
- Teacher to students assessment approaches led
students of all ability levels to self-assess and
take responsibility for their own development
52Discussion
- Can this example be transferred to other
activities?