Assessment

Students will be expected to participate in a peer assessment during the Inventing Games classes. The peer assessment can happen in a number of ways, as the Inventing Games can have a variety of focusses. The resource we drew from in assembling a four class Inventing Games Program, Inventing Games Unit Adapted from Dr. Joy Butler (joy.butler@ubc.ca) UBC by Dr Tim Hopper (thopper@uvic.ca) UVIC, is used to draw ideas from, rather than followed as it is a much larger program.

The informal (but well scaffolded) sessions of peer assessment will help students to write out a reflective self assessment on their teamwork within their group. The short reflection will be based on personal observations and a group meeting after games and assessments have been shared. As this unit is a short unit (Fridays only) and its main purpose is to promote team building, the only evaluation for the unit will be this reflection. The student will receive a mark for each observation they make about their experience working as a team, with a maximum of ten marks. Depth of comments will not be evaluated, though expectations of detail will be laid out before hand. These expectations include: ten points should be different, teammates should not be put down but can be referred to without names as the assignment is meant to be confidential, problems should be paired with solutions or posed as questions, not complaints, etc. Students will have the ability to reflect in essay format, compile a list, or audio record a reflection.

The rest of the assessment will be formative and come in the form of observation of student’s abilities in team work and to assess their general attitude about sports and classmates within phys ed.