ASSESSMENT

assessment

SAMPLE ASSESSMENT RESOURCES

ASSESSMENT
ASSESSMENT

ALTERNATIVE
It is expected that students will: From the BC Ministry PLOs, Instruction & Assessment strategies):
• demonstrate activity-specific motor skills in a variety of alternative environments
• move safely in activities in a natural or alternative setting

YOGA:
-Ideas for assessing student learning in YOGA supporting unit plan objectives yoga and
-Sample assessment recording sheet with ways to implement assessment for yoga.

JUGGLING:
-Ideas for assessing student learning in juggling supporting unit plan objectives of:
-Sample assessment recording sheet:
-Ways to implement assessment for juggling.

Suggested Assessment Strategies
• Many of the outcomes require that students engage in creative problem-solving to design movement sequences. In order to show their development in these areas, students need opportunities to make choices and to demonstrate and evaluate their ideas. You may find the reference set, Evaluating Problem-Solving Across the Curriculum, helpful.
• After students participate in an activity, have them develop symbols or graphics that convey each of the following:
o their participation
o the skill they demonstrated
o their enjoyment of the activity
Students can create their symbols by drawing, using photographs or other found materials, or using a computer graphics program.

DANCE UNIT

VARIETY OF FOLK & RHYTHM:
-Ideas for assessing student learning in juggling and
-Sample assessment recording sheet with ways to implement assessment for dance.
It is expected that students will: (From the BC Ministry PLOs, Instruction & Assessment strategies):
• use the creative process to develop dances, alone and with others
• refine dance patterns from a variety of dance forms, alone and with others
• select and perform complex movement sequences using elements of body awareness, space awareness, qualities, and relationships, alone or with others, with or without objects.
Suggested Instructional Strategies
Through dance, students explore their knowledge, creativity, and self-expression. Students create and practice a variety of dances from different cultures through imitation, improvisation, and exploration. They may work individually, with partners, or in small groups, to learn a variety of dance forms.
Strategies:
• Have students review a previously learned dance, or learn a new dance (e.g., folk, square, jazz, Aboriginal).
• Have students perform established modern, folk, or multicultural dances using a parachute, and modifying steps when necessary.
• Have students create dance sequences using a parachute to make shapes and movements.
• Have students perform dance patterns and combinations for various audiences (e.g., peers, parents, teachers).
• Have students make musical instruments from recycled items, such as bottles, boxes, and spoons. Create movement sequences to rhythms and sounds made with these instruments.
• Have students study other cultures and countries and perform multicultural dances.
• Have students put together a sequence of four movements in 4/4 time to demonstrate rhythm.
• Use simple items (e.g., ribbons, fans) as stimuli to create dances or perform an established dance pattern.
• Use themes such as sports, transportation, or monsters to create dance sequences.
Suggested Assessment Strategies
• As students engage in dance activities, focus your observations on one or more of the following:
o qualities--how the body moves (e.g., time, weight, space, flow)
o body awareness--what the body does (e.g., actions and shapes)
o space awareness--where the body moves (e.g., directions, levels, pathways, planes, extensions)
o relationships--to people and objects
• Have small groups demonstrate their understanding of 4/4 time by clapping or stamping. Notice how effectively they are able to keep the beat and maintain unison.
• After designing, practising, and performing a dance sequence, have students watch a videotape. With a peer or teacher, have students analyse their own performance as follows:
o I demonstrated the following steps and skills:
o What I did well:
o What I will focus on next time:
• Record observations for each heading, such as:
o each element flows smoothly into the next
o body shape and control are evident
o uses space appropriately for elements selected

GAMES UNIT
Basketball:
-Ideas for assessing student learning in juggling supporting unit plan objectives of Basketball and
-Sample assessment recording sheet with ways to implement assessment for basketball.
It is expected that students will:
• demonstrate ways to send and receive an object with increasing accuracy, alone and with others
• aim and project an object with increasing accuracy, with and without an implement
• demonstrate basic offensive and defensive strategies
• identify and use principles of mechanics to analyse performance in game activities
• use movement concepts and skills to create competitive and co-operative game activitie
The three main phases of the learning process:

-Understanding (Cognitive) Phase: The trial and error stage where correct responses are retained and incorrect responses are eliminated. This stage is the “getting-the-feeling” of the skill where high repetitions are necessary. Do not over teach this stage. Let the student practice and practice. Verbalization should be minimized. In this, the student must attend to many cues and responses that will later become automatic.

-Intermediate (Associative) Phase: This is the stage where learning noticeably takes place. Errors are gradually eliminated and movement patterns become predictable and stable, although incorrect responses may still appear. In other words, the student begins to perform the skill fairly consistently.
-Models are important at this stage (demonstrator, film, photo, sequence, picture, video, etc.)
-Verbalization should be in the form of “key words.”

-Automatic (Autonomic) Phase: Performance becomes consistent and automatic. Skill performance resembles reflexes in that little, if any, conscious effort is needed. This is the “fine-tuning” stage where certain aspects of the skill can be isolated from conscious improvement.

The four factors that facilitate learning are:

“1. Physical and motor qualities (strength, flexibility, balance, etc.) must be well developed for optimal learning to occur. These were incorporated into the daily activities of the students by moving through various stations that focused on each.

2. Learning is fastest when the student gains satisfaction often. Students in the class were motivated both intrinsically and extrinsically as they were encouraged to perform certain activities.

3. For learning a particular skill, short practice periods, repeated often, are more effective than lengthy practice periods. This was demonstrated in class by the use of circuits, each student was performing one task for only 1-3 minutes then would switch to another right away.

4. Once a skill is learned, it must be rehearsed many times to achieve a stage termed over-learning.”