Assessment without Levels Andrew Frapwell from afPE

January 18, 2018 | Author: Anonymous | Category: Science, Health Science, Sports Medicine
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Assessment without Levels

Andrew Frapwell

Session aims: • Set the context • Promote the purpose of assessment • Explore assessment in the Cognitive, Affective and Psychomotor domains in Physical Education

Set the context

TRANSFORMATIONAL LEARNING

What are we trying to do?

Transform practice to Improve Learning

Modernisation or Transformation?

Modernisation

Transformation

Transformational Learning • Incremental learning

• Learning to learn / meta-cognition • Epistemic

Promote the purpose of assessment

ASSESSMENT FOR IMPROVEMENT

Assessment Drives Learning • Clarify the learning you value • Create assessment tasks that reveal learning • Use the ‘results’ to improve learning • Change assessment to drive the process

Improve learning of what? • Assessment for change

• Paradigm shift from performance to greater social return measures

A different perspective?

You are more likely to be bitten by Luis Suarez than a shark!

21% (14%) of 5-15 (13-15) year old boys And

17% (8%) of 5-15 (13-15) year old girls Met the recommended activity levels

Health survey for England (2012)

Bullying v PE & School Sport • The only area in schools that has a bigger impact on lowering self-esteem than PE and School Sport is bullying

Implications Measure what we treasure / measure what we value Rather than.... Attach a value to the measure

Explore assessment in the Cognitive, Affector and Psychomotor domains in Physical Education

COGNITIVE, AFFECTOR AND PSYCHOMOTOR DOMAINS

Ways of Looking: Head – Heart – Hands The thinking physical being: Decision maker Analytical – deep understanding Confident

The doing physical being: Physically competent Growth and development Physically Active Competitive

The social & emotional physical being: Involvement and engagement Attitude Character, values Healthy active lifestyle

Key Message 1 • Re-emphasise the learning function of assessment • De-emphasise the grading function

Key message 2: • Explore the relationship between curriculum and assessment for inclusive & progressive delivery

Curriculum & Assessment

Key Message 3: • Use Assessment information to evolve your pedagogy. The better you communicate with learners the better their progress will be

UNDERSTANDING CURRICULUM-ASSESSMENT-PEDAGOGY

EFFECTIVE PROFESSIONAL DEVELOPMENT

Learning alignment

love of learning

POWERFUL PEDAGOGY

Diagram adapted from Frapwell, A. Ch. 8, Assessment for Learning pp. 104-117 In: (Ed) Bailey, R. (2010). Physical Education for Learning: A Guide for Secondary Schools. London, Continuum.

Key message 4: • The new Attainment target statutory from 1/9/14 has no level descriptors. What and how we measure progress MUST change. Assessment HAS to be fit for purpose

Goal orientation – 2 way • Learning mastery - competence understanding - self • Performance mastery – competition against others • The two can be simultaneous • Important to feel successful and achieve – I can mindset... Does not transfer to I can statements

Key message 5: • Plan, teach & assess the essential skills, knowledge & concepts in the new Programme of Study (floor standards) - less content in greater depth

KS1 Social & KS1 Doing - Hands KS1 Thinking - Head Emotional - Heart 

Develop fundamental movement skills (specifically master basic movements including running, jumping, throwing and catching)



Develop competence



Develop agility, balance and coordination





Apply skills





Develop simple tactics for attacking and defending

Work individually and with others



Develop competence

Develop competence



Develop confidence



Perform dances using simple movement patterns Contexts: Team games; dance; a range of physical activities (individual and cooperative); competitive situations (against self and others); possibly swimming; increasingly challenging

Fundamental Movement skills • 240 and 600 minutes? • Key Stage 1 is the best time of schooling for developing fundamental movement skills • Walking, running, stepping, hopping, skipping, jumping, kicking, throwing, catching and striking, agility, balance, coordination are a list of many of the skills that should be developed • These skills can also form part of playing games • In teaching these skills there is opportunity for developing them to music, with or without equipment / apparatus to provide challenge, interest and enjoyment. • These skills can be practised both indoor and outdoor

KS2 Doing - Hands 

KS2 Social & Emotional - Heart

KS2 Thinking- Head

Develop a broader range of skills  (specifically running, jumping, throwing and catching in isolation and in combination)

Apply a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination)



Perform dances using a range of movement patterns



Use a broad range of skills in different ways



Develop flexibility, strength, technique, control and balance



Link skills to make actions and sequences of movement



Understand how to improve



Learn how to evaluate and recognise their own success



Apply basic principles suitable for attacking and defending



Compare and improve performances with previous ones



Enjoy communicating, collaborating and competing with each other



Develop flexibility, strength, technique, control and balance

Contexts: Competitive games; dance; outdoor and adventurous activity challenges; different physical activities and sports; individual and team; swimming (if not scheduled in KS1).

KS3 Doing - Hands

KS3 Social & Emotional - Heart

KS3 Thinking - Head



Develop technical expertise





Develop technique to improve performance

Apply techniques across different  sports and physical activities



Understand effective performance effective



Apply principles of effective performance to their own and others’ work



perform dances using advanced dance techniques within a range of dance styles and fs



Use a range of tactics and strategies to overcome opponents



Develop problem solving skills



Analyse and improve performances compared to previous ones

Participate in exercise, sports and activities (out of school)



Understand and apply the longterm health benefits of physical activity



Build trust



Develop skills to solve problems

Contexts: outdoor and adventurous activities (team, individual group); direct competition through team and individual games; participate outside school through community links or sports clubs; other competitive sports; challenging

KS4 Doing - Hands 

Develop technique and improve performance

KS4 Social & Emotional - Heart

KS4 Thinking - Head 

Develop a variety of tactics and strategies to overcome opponents



Develop personal fitness



Engage in an active, healthy lifestyle



Develop problem solving skills





Evaluate and improve performances compared to previous ones

take part regularly in competitive sports and activities (outside school)



Build trust



Develop skills to solve problems Contexts: Outdoor and adventurous activities in a range of environments; in other competitive sports or other physical activities; team and individual games; participate outside school through community links or sports clubs; complex and demanding.

Key message 6: • Backward planning - work backward from the end of key stage targets & align incremental 'unit' outcomes

Men’s high jump world record Western roll

Straddle

Fosbury flop

2.50

2.45 2.40 2.35

2.30 2.25 2.20 2.15 2.10 2.05 2.00 1910

1930

1950

1970

1990

2010

Step 1 • National Curriculum & Attainment Target

Step 2 • Develop Curriculum Activities that meet learners’ needs

Step 3 • Set Annual Targets / Expectations

Step 4 • Align assessment criteria – the language of learning in PE – in your planning

Step 5 • Develop and use Assessment for Learning Strategies

Step 6 • Periodic monitoring – milestone targets

Step 7 • Review and revise RAG

Key message 7: • The DfE will no longer use levels of progress to measure school performance and determine league tables

Key message 8: • Ofsted will no longer look for 2 levels of progress between KS 1&2 or 3 levels of progress between KS2&4. Why? Because they have been removed!

Key Questions:

How are we doing? How can we do it better?

Assessment • OF

• AS • FOR

“One test of the correctness of an educational procedure is the happiness of the child.”

Maria Montessori (Italian Physician and Educator. 1870-1952)

Thank you Andrew Frapwell [email protected]

www.afTLC.com 07803 603450

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