5 PHE situations and description of why I choose this type of assessment :
Type of Assessment: self checklist used for assessment as learning ; formative assessment. I suggest they write their own summative goals achieved at the end of the year for their own individual success/potential to carry forward. Have students check off SMART acronym criteria checklist before. After specific time a yes or no and why or why not? What can I do differently? Modify goals etc.
Description of why:
I choose this type of assessment because it gives ownership to the students in creation of goals then in applying and analyzing if they met it or not and why? what could they change etc. I would have them write a reflection t each goal so they learn meta cognition.
2.PHE SITUATION: Theme teamwork: Discuss with students what teamwork looks like and write down their criteria so all can understand. For example: cheering on all players regardless of ability. Always, sometimes, rarely as a frequency rating.
Type of Assessment: Rubric intentional ; assessment as learning; formative. I would suggest teachers and peers could also observe for criteria on separate rubric for each student for assessment of learning for ongoing feedback on each unit.
Description of why:
I choose this type of assessment because it puts students in the drivers seat in discussing the criteria and deciding together on this theme so they can see how they play a part in teamwork and grow in their co operation/collaboration skills in sport. It can be done at beginning and end of year.
3.PHE SITUATION : SKILL for specific sport based skills; example being: dribbling basketball in control around 4 pylons;(2 point example) with emerging, developing proficient extending to set out main skill objectives for teaching to students and let them know the learning goals they are working towards.
Type of assessment: rubric (how many points depends on age)formative; assessment for learning; do one for each student at beginning and end of unit to gather growth and leave room for anecdotal observations.
Description of why: by outlining the major skills taught and sharing them gives teachers and students a clear path of learning and where they are starting from and how much they have developed in each criteria/skill by the end is encouraging to them.
4.PHE SITUATION: Introduction of new game/unit using the BC ERAC Checklist as guide using instructional design, technical design, and social considerations(special needs,Indigenous etc,) to evaluate your new game/unit to ensure EDI. Beside the checklist leave a spot for WHOM? and HOW? as needed. for example; How? pairing with a more proficient student; use smaller ball, less space etc.
Type of Assessment- formative checklist with specific notation;assessment for learning in accommodating all students and adapting as needed.
Description of Why? I choose this assessment because it gives an overall view before beginning a new game or unit in ensuring accommodations and cultural considerations are addressed with the view that its a work in progress.
5. PHE SITUATION: PERSONAL PERCIEVED EFFORT use in a specified physical activity for example a 1 km run or a dance class etc. Use a numbers scale from 1- hardly any, 2-a little 3-somewhat I tried, 4 -good effort to 5- I give it my all.
Type of Assessment- Dated student self assessment rubric with rating between 1 and 5 for each activity listed . Formative assessment as learning .I suggest students keep chronological track (dated) and assess how they feel over time with space for why did or didn't feel good this day ? Each rubric will be specific to the unit/sport. I suggest younger children can just show you their fingers to indicate how they felt they did in their effort.
Description of why? I choose this assessment to get an idea of how students view themselves and their precieved effort levels as well as their confidence going into a variety of physical activities. A student may love running and rate highly but the opposite in dance so greater encouragement is needed for the following class by teacher. Students can see they play a part in their success by trying their best no matter their level. It also gives students the data to see why they may not have been able to exert themselves.(look at health issues, eating, sleeping etc)
Older students can use scale for exertion for 1 to 5 instead of effort and describe what a 1 looks like as compared to 5(out of breath anaerobic) click here for more from BC PHE Rate of percieved exertion.
