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Authentic assessment of game performance: Combined approaches leading to self-assessment

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Authentic assessment of game performance: Combined approaches leading to self-assessment Tim Hopper PE352 How do we get students actively involved in their learning? – PowerPoint PPT presentation

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Title: Authentic assessment of game performance: Combined approaches leading to self-assessment


1
Authentic assessment of game performance
Combined approaches leading to self-assessment
  • Tim Hopper PE352

2
How 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?

3
Context 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)

4
In both PE117 and PE461 the assessment procedures
culminate in a university grade.
  • Consider
  • How can these examples be transferred into other
    contexts?

5
Overview of presentation
  1. Four frames of assessment
  2. Game performance and the 4Rs
  3. Practical Examples
  4. Student responses
  5. Why do we assess?

6
Assessment - Other/Self-Other/Self
  1. Grade based on teachers test and/or judgment
    (Other decides)
  2. Grade based on student self-assessment and judged
    by teacher(Self has input into judgment by
    Other)
  3. Learning based on student self-assessment and
    supported by the teacher (Self decides guided by
    Others)
  4. Self-initiated learning by students (Self decides
    working with Others)

7
Theory 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.
8
Anatomy 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).
9
Castle game Practical for 4Rs
See Articles section on Website
http//www.educ.uvic.ca/Faculty/thopper/index.htm
l
10
Other 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
11
Reflection
  • 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.

12
Self 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

13
Drives Criteria
14
(No Transcript)
15
Reflection
  • 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.

16
Self 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.
17
Criteria 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.

18
Game performance and the 4Rs
Decision Making
Cover
Adjust
Skill execution
Base
19
A Point
20
Skill
21
Base
22
Base
23
Decision Making
24
Decision Making
25
Cover
26
Cover
27
Adjust
28
Adjust
29
Skill
30
Skill
31
Base
32
Decision Making
33
Cover
34
Adjust
35
Rest of Point
36
Criteria for skill selection and execution
37
Criteria for off-the-ball movement
38
Level 1Criteria recording for a point played
39
Level 2Judging each shot played
40
New IdeaCriteria and tally system combined
41
Seeing the 4Rs
42
Reflection
  • 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

43
Comments 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

44
About 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.

45
Learning about Base
  • As a beginner I was unaware of my poor base. As
    soon as Kevin pointed it out there was an
    immediate improvement.

46
Learning 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.

47
Learning 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.

48
Finally - 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).

49
Reflection
  • 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

50
Conclusion
  • 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.

51
Why 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

52
Discussion
  • Can this example be transferred to other
    activities?
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