ED2623 Lecture Notes - Lecture 9: Formative Assessment
Health and Physical Education - Week 9 - Lecture 9
Assessing the Child’s Achievement
Why assess?
- Report back to significant others about the progress of the child
- Assess our students to intervene where necessary
- Enable us to plan
- “The child with movement difficulties often withdraws, or is excluded from physical activity,
opportunities, either in the playground or formal lesson (Smyth and Anderson, 2000)
Observation Record - What can it tell us?
- Identify problems by
Global check
Observation record - formal assessment of each of the skill components
Informal observation - playground, anecdotal notes, classroom activities, music, dance and drama
- What can it tell us?
Global check - is the child performing the activity proficiently? (tick is they are, dot if they aren't)
Tick = don't need further analysis
Dot = look further into the skill to find where the skill needs improvement
3 different settings on 3 different dates
Informal and formal setting
Some children do not like pressure, and some thrive on pressure
In each session you wont be looking at each child as you wont have time
Observation record also tells us where we stand when we assess
Continuous skills are the easiest to assess
Explosive skills are slightly harder to assess
Levelling Students
Principles of Assessment
- Have you gathered comprehensive pictures of the children learning in a way that is fair, valid,
explicit, and educative?
- Assessments should be an integral part of Teaching and Learning, they should be designed to meet
their specific purposes (Valid and Reliable), they should lead to informative reporting and they should be
part of the school-wide evaluation process.
- Assessments are an integral part of teaching and learning, meet their specific purpose, part of
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Document Summary
Health and physical education - week 9 - lecture 9. Report back to significant others about the progress of the child. Assess our students to intervene where necessary. The child with movement difficulties often withdraws, or is excluded from physical activity, opportunities, either in the playground or formal lesson (smyth and anderson, 2000) Observation record - formal assessment of each of the skill components. Informal observation - playground, anecdotal notes, classroom activities, music, dance and drama. Global check - is the child performing the activity proficiently? (tick is they are, dot if they aren"t) Dot = look further into the skill to find where the skill needs improvement. Some children do not like pressure, and some thrive on pressure. In each session you wont be looking at each child as you wont have time. Observation record also tells us where we stand when we assess.
