Assessment without Levels

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Assessment without Levels
Andrew Frapwell
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Session aims

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

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TRANSFORMATIONAL LEARNING

• Set the context

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What are we trying to do?

• Transform practice
• to
• Improve Learning

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Modernisation or Transformation?
Modernisation
Transformation
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Transformational Learning

• Incremental learning
• Learning to learn / meta-cognition
• Epistemic

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ASSESSMENT FOR improvement

• Promote the purpose of assessment

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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

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Improve learning of what?

• Assessment for change
• Paradigm shift from performance to greater social
  return measures

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A different perspective?
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You are more likely to be bitten by Luis Suarez
than a shark!
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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)
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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

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Implications

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

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Cognitive, Affector and Psychomotor domains

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

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

The social emotional physical
being ?Involvement and engagement ?Attitude ?Char
acter, values ?Healthy active lifestyle
The doing physical being ?Physically
competent ?Growth and development ?Physically
Active ?Competitive
The doing physical being ?Physically
competent ?Growth and development ?Physically
Active ?Competitive
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Key Message 1

• Re-emphasise the learning function of assessment
• De-emphasise the grading function

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Key message 2

• Explore the relationship between curriculum and
  assessment for inclusive progressive delivery

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Curriculum Assessment
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Key Message 3

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

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UNDERSTANDING CURRICULUM-ASSESSMENT-PEDAGOGY
EFFECTIVE PROFESSIONAL DEVELOPMENT
ADVANCING ASSESSMENT
COMPELLING CURRICULUM
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.
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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

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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

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Key message 5

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

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KS1 Doing - Hands KS1 Thinking - Head KS1 Social Emotional - Heart
Develop fundamental movement skills (specifically master basic movements including running, jumping, throwing and catching) Develop competence Develop agility, balance and coordination Perform dances using simple movement patterns Apply skills Develop simple tactics for attacking and defending Develop competence Work individually and with others Develop competence Develop confidence
Contexts Team games dance a range of physical activities (individual and cooperative) competitive situations (against self and others) possibly swimming increasingly challenging Contexts Team games dance a range of physical activities (individual and cooperative) competitive situations (against self and others) possibly swimming increasingly challenging Contexts Team games dance a range of physical activities (individual and cooperative) competitive situations (against self and others) possibly swimming increasingly challenging
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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

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KS2 Doing - Hands KS2 Thinking- Head KS2 Social Emotional - Heart
Develop a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination) Perform dances using a range of movement patterns Develop flexibility, strength, technique, control and balance Apply a broader range of skills (specifically running, jumping, throwing and catching in isolation and in combination) Use a broad range of skills in different ways 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). Contexts Competitive games dance outdoor and adventurous activity challenges different physical activities and sports individual and team swimming (if not scheduled in KS1). Contexts Competitive games dance outdoor and adventurous activity challenges different physical activities and sports individual and team swimming (if not scheduled in KS1).
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KS3 Doing - Hands KS3 Thinking - Head KS3 Social Emotional - Heart
Develop technical expertise Develop technique to improve performance perform dances using advanced dance techniques within a range of dance styles and fs Apply techniques across different sports and physical activities Understand effective performance effective Apply principles of effective performance to their own and others work 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 long-term 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 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 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
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KS4 Doing - Hands KS4 Thinking - Head KS4 Social Emotional - Heart
Develop technique and improve performance Develop a variety of tactics and strategies to overcome opponents Develop problem solving skills Evaluate and improve performances compared to previous ones Develop personal fitness Engage in an active, healthy lifestyle 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. 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. 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.
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Key message 6

• Backward planning - work backward from the end of
  key stage targets align incremental 'unit'
  outcomes

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Mens high jump world record
Western roll
Straddle
Fosbury flop
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Step 1

• National Curriculum Attainment Target

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Step 2

• Develop Curriculum Activities that meet learners
  needs

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Step 3

• Set Annual Targets / Expectations

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Step 4

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

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Step 5

• Develop and use Assessment for Learning Strategies

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Step 6

• Periodic monitoring milestone targets

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Step 7

• Review and revise RAG

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Key message 7

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

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Key message 8

• Ofsted will no longer look for 2 levels of
  progress between KS 12 or 3 levels of progress
  between KS24. Why? Because they have been
  removed!

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Key QuestionsHow are we doing?How can we do
it better?
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Assessment

• OF
• AS
• FOR

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One test of the correctness of an educational
procedure is the happiness of the child. Maria
Montessori (Italian Physician and Educator.
1870-1952)
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Thank you

• Andrew Frapwell
• andrew_at_afTLC.com
• www.afTLC.com
• 07803 603450