Formative+and+Summative+Assessment+Strategies+in+Elementary+Phys-Ed

flat

=Introduction: = There are 4 general outcomes in the Alberta Curriculum for Physical Education. They are known as the 'ABCD's of Physical Education'. They are organized in the following manner:

Phys-Ed Program of Study

=Outcome A: = ==== Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits. ====

Video:

media type="custom" key="21025780" align="center"

The physical education curriculum focuses on the development of fundamental movement skills because they provide the basis for developing more sport-specific skills in later years.

FUNdamental Movement Skills include:
 * Locomotor skills - such as running, jumping, hopping, galloping, skipping and leaping
 * Balance skills - movements where the body remains in place, but moves around its horizontal and vertical axes
 * Ball skills - such as catching, throwing, kicking, striking, underarm roll and striking

There are many ways that these FUNdamental movement skills can be assessed: PHE (Physical and Health Education) Canada gives an assessment/checklist for the individual FUNdamental movement skills. Teachers are also capable of viewing each movement skill as a video. Still shots of each movement’s key positions are accessible in two different views (frontal & lateral). Stages (early, intermediate, mature) are also available for the assessor’s convenience.

Summative (Quantitative) Assessment:  measuring the outcome of the performance
 * Time in seconds to run 50 meters
 * <span style="font-family: Arial,Helvetica,sans-serif;">Distance in cm jumped
 * <span style="font-family: Arial,Helvetica,sans-serif;">Number of successful bounce and catches in 20 seconds

<span style="font-family: Arial,Helvetica,sans-serif;">The outcome could be compared to that of a normative group. This information would allow for comparison of a child’s performance to their chronological peers.

<span style="font-family: Arial,Helvetica,sans-serif;">PROS
 * <span style="font-family: Arial,Helvetica,sans-serif;">High level of reliability over time and between assessors
 * <span style="font-family: Arial,Helvetica,sans-serif;">Tests can be done quickly
 * <span style="font-family: Arial,Helvetica,sans-serif;">Can test large groups at a time

<span style="font-family: Arial,Helvetica,sans-serif;">CONS
 * <span style="font-family: Arial,Helvetica,sans-serif;">Inaccuracy - Is the reason for a slow run time due to short stride lengths? Erratic arms? Etc.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Physical factors are not taken into account when interpreting the scores, such as height, weight, body composition, etc.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Testing needs to be performed in a controlled setting (track, etc.)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Formative (Qualitative) Assessment: <span style="font-family: Arial,Helvetica,sans-serif;"> focus on the form or technique of the movement/how the skill is performed. Observation records or checklists for each Fundamental Movement Skill are usually generated to facilitate this approach to assessing the FMS. The levels or stages for skill development are global in that the movement of the arms, legs and trunk are described for each stage. All body components progress in unison towards greater levels of efficiency. An observation record based on this approach includes descriptors for each body part for each defined stage of learning.

<span style="font-family: Arial,Helvetica,sans-serif;">PROS
 * <span style="font-family: Arial,Helvetica,sans-serif;">The information can be used to inform the teacher which specific components of a skill a student needs to practice
 * <span style="font-family: Arial,Helvetica,sans-serif;">It provides more meaningful context than quantitative methods

<span style="font-family: Arial,Helvetica,sans-serif;">CONS
 * <span style="font-family: Arial,Helvetica,sans-serif;">Difficult comparing results that have been gathered by different assessors
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessors may interpret components of movement differently unless intensive training has been undertaken

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Assessment Issues:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Age a child is expected to be proficient – may be disadvantaging some children
 * <span style="font-family: Arial,Helvetica,sans-serif;">The order skills should be assessed and taught
 * <span style="font-family: Arial,Helvetica,sans-serif;">Importance of gender differences – should assessment processes vary for boys and girls?

= General Outcome B =

Students will understand, experience and appreciate the health benefits that result from physical activity.

 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Functional Fitness ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Body Image ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Well-being ====

** Functional Fitness **
<span style="font-family: Arial,Helvetica,sans-serif;">Formative
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Create a mind-map about what students already know about functional fitness and brainstorm new ways to incorporate it into their lives.

<span style="font-family: Arial,Helvetica,sans-serif;">Summative

 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Have the students draw a picture book about how they will start being functionally fit.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Match words and pictures of different forms of functional fitness.

<span style="font-family: Arial,Helvetica,sans-serif;">Formative

 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Have students create an ‘All About Me’ poster, showcasing their skills, interests and values.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Make a mind-map about what the students think makes up a person's body image.

<span style="font-family: Arial,Helvetica,sans-serif;">Summative

 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Have the students write a letter to themselves indicating the things that they like and enjoy about themselves and how their self-image has changed throughout the unit.



Formative

 * 1) Discuss what well-being is and the different things that contribute to it.
 * 2) Find out what the students already know about health and well-being. Have the students keep a journal for 3 days of the food that they eat. Compare it to Canada's food guide and see how well they are meeting the guidelines and what changes they need to make.

Summative

 * 1) Give students a case study and have them pick out the positive and negative words that contribute to this person’s overall well-being.

= =

=<span style="font-family: Arial,Helvetica,sans-serif;">Outcome C =

<span style="font-family: Arial,Helvetica,sans-serif;">Students will interact positively with others.

 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Fair Play ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Leadership ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Teamwork ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Communication ====

<span style="font-family: Arial,Helvetica,sans-serif;">Discuss the elements of outcome C with your class so they are aware of what they are being assessed on. Class discussions allow the students to share with you what they know and understand about fair play, leadership, teamwork, and communication.

<span style="font-family: Arial,Helvetica,sans-serif;">Outcome C is most commonly assessed through observation. You can assess outcome C during every activity in Physical Education.

<span style="font-family: Arial,Helvetica,sans-serif;">Things to look for while observing activities are:

 * <span style="font-family: Arial,Helvetica,sans-serif;">examples of good sportsmanship and fair play
 * <span style="font-family: Arial,Helvetica,sans-serif;">interactions between students
 * <span style="font-family: Arial,Helvetica,sans-serif;">students leading by example
 * <span style="font-family: Arial,Helvetica,sans-serif;">students striving to be a positive role model
 * <span style="font-family: Arial,Helvetica,sans-serif;">students communicating well

<span style="font-family: Arial,Helvetica,sans-serif;">Formative Assessment:
<span style="font-family: Arial,Helvetica,sans-serif;">Have students complete a self assessment. By completing the following questions, students will be forced to take ownership over their own actions. <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">Summative Assessment:
<span style="font-family: Arial,Helvetica,sans-serif;">Outcome C can be assessed by using this chart. Use this chart during class to assess if students are interacting positively with each other.





=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">General outcome D: =

<span style="font-family: Arial,Helvetica,sans-serif;"> Students will assume responsibility to lead an active way of life.

 * ====Effort====
 * ====Safety====
 * ====Goal Setting/Personal Challenge====
 * ====Active Living in the Community====

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Effort
<span style="font-family: Arial,Helvetica,sans-serif;">Assess students effort based on attitude, participation, and knowledge of what is an active way of live.<span style="font-family: Arial,Helvetica,sans-serif;">

=
<span style="font-family: Arial,Helvetica,sans-serif;">Summative Assessment: based on marking the student based on a set of criteria. Effort is a hard to mark because different students have different athletic abilities and its important to notice what their abilities are. =====

<span style="font-family: Arial,Helvetica,sans-serif;">The link below is a sample rubric.

Sample Rubric

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Safety
<span style="font-family: Arial,Helvetica,sans-serif;">Safety is assessed based on how carefully the students play, how observant they are of others, and how well they follow the rules of the game and the classroom.

=
<span style="font-family: Arial,Helvetica,sans-serif;">Formative Assessment: performed during class time. Assess based on how well the students listen to instructions and follow the rules during play. <span style="font-family: Arial,Helvetica,sans-serif;">It may also be beneficial to observe students during recess and lunch time to check for safe behaviour. =====

<span style="font-family: Arial,Helvetica,sans-serif;">Summative Assessment: students will receive a grade based on their ability to play safely and be aware of others around them.
<span style="font-family: Arial,Helvetica,sans-serif;">This video discusses the importance of safety.

media type="custom" key="21025100" align="center"

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Goal setting and personal challenge
<span style="font-family: Arial,Helvetica,sans-serif;">Setting goals in class is important for helping your students achieve higher fitness. For example walking a predetermined distance. Have specific challenges for each student which they would like to complete by the end of the semester assess them based on improvement of reaching their goals. Try to make sure their goals are specific and reachable.

=
<span style="font-family: Arial,Helvetica,sans-serif;">Summative Assessment: Based on the completion of their goal or how close they came to their goal and how much effort they put into reaching their goal. =====

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Active living in a community
<span style="font-family: Arial,Helvetica,sans-serif;">Active living is based on the teacher giving students suggestions and providing information on programs or activities they can be involved in both in school and out of school.

=
<span style="font-family: Arial,Helvetica,sans-serif;">Summative Assessment: Assessment of this form is not really given a mark. This is more for healthy living and to encourage physical activity outside of school. =====

Overall, outcome D is a mandatory part of phys-ed assessment. It isn't on its own in a marking rubric, its intertwined in every activity that is covered. A great tool to use is a gym journal. This will help to keep trac<span style="font-family: Arial,Helvetica,sans-serif;">k of what students are learning about participation, safety, goal setting, challenge themselves by keeping track of their progress (this will help them in reaching their goal) and also just to get them to write about what fun activities they do outside of the classroom.

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 17px;">References: =

@http://health.act.gov.au/kids-at-play/active-play-everyday/fundamental-movement-skills @http://www.argylecsd.org/education/components/scrapbook/default.php?sectiondetailid=2723

@http://www.canadiansportforlife.ca/active-start/physical-literacy-during-active-start-stage

@http://www.phecanada.ca/programs/physical-literacy/fundamental-movement-skills/active-start-and-fundamentals <span style="font-family: Arial,Helvetica,sans-serif;">@http://researchonline.nd.edu.au/cgi/viewcontent.cgi?article=1004&context=health_conference

@http://www.education.nh.gov/instruction/curriculum/phys_ed/documents/assessment.pdf

@http://www.bevfacey.ca/files/4/pe%20general%20outcome%20c.pdf @http://hrsbstaff.ednet.ns.ca/mstoilov/Health/canadafoodguide.htm @http://www.quickmeme.com/meme/356z68/

Other Resources
Canada's Food Guide Website @http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/context/rev_proc-eng.php

Why use Formative Assessment? @http://www.oecd.org/site/educeri21st/40600533.pdf

PDF File: <span style="font-family: Arial,Helvetica,sans-serif;">Hands, B. P. (2002).How can we best measure fundamental movement skills?Paper presented at the Australian Council for Health, Physical Education and Recreation Inc. (ACHPER) 23rd Biennial National/International Conference: Interactive Health & Physical Education. Launceston, TAS, 3-5 July, 2002.