Our Four day practicum gave us little time or no time to focus on assessment.  We are going to suggest from the text and from Tim Hopper's lecture notes, some assessment strategies and some that we could have used for our school experience.

How you could be assessed:

• Performance
• Skill Tests
• Testing at the end of a unit
• Rated by teacher
• Effort
• Self assessment
• Student engagement and attendance

GPAI Formats:

Student assessment in net/wall category is hard to record performance of skills and movement because each person is playing the object as soon as the opponent plays the object.

Assessment can be for:

Summative purposes:  Assigning grades

Formative purposes:  Providing feedback for diagnosing strengths and weaknesses and checking
                                students progress
* no matter what format you use the assessment must be ongoing, regular, and authentic.

Authentic:  Aim of games teaching is to improve students' game performance, assessment should address all aspects of performance rather than just one or two components.
The authentic assessment of game performance requires observing students when they do not have possession of the ball.  (Off the ball movements)

"Game Performance Assessment Instrument" (GPAI)

• Observe performance behaviors
• Coding performance behaviors

• Base - Appropriate return of performer to a home of recovery position between skill attempts
• Adjust - Movement of performer, either offensively or defensively, as required by the flow of the game
• Decision Making - Making appropriate choices about what to do with the ball (or object) during a game
• Skill Execution- Efficient performance of selected skills
• Support - Off-the-ball movement to a position to receive a pass when player's team has possession
• Cover - Providing defensive help for player making a play on the ball or moving to the ball (or object)
• Guard or Mark - Defending against an opponent who may or may not have the ball (or object)


Possible performance measures for our Badminton Class
 

• Game involvement = number of appropriate decisions + number of inappropriate decisions +
        number of efficient skill executions + number of inefficient skill executions +
        number of appropriate supporting movements
 
• Decision Making Index (DMI) = number of appropriate decisions make / number of inappropriate decisions made
• Skill Execution Index (SEI) = number of efficient skill executions / number of inefficient skill executions
• Support Index (SI) = number of appropriate supporting movements / number of inappropriate supporting movements
• Game Performance = [DMI + SEI + SI] / 3

Component of game performance:

• Criteria for appropriate or efficient rating

• What shot to execute at appropriate time
• where to go when opponent returns shuttle for a successful return

• Proper footwork
• Shot technique
• Serve technique

• Move into space
• Team work

 Key:  A = Appropriate
          IA = Inappropriate
          E = Efficient
          IE = Inefficient

Dave's game play performance:  Highly involved in the game, decision making and skill execution are high, but no support for his partner.

Briane:  Performance is strong

Matthew:  Support is high but must work with his decision making and skill execution.

Amanda:  She was involved in the game but she was not successful in decision making or skill execution.

WEAKNESS OF THIS FORMAT:

What is the score out of?  The scores are relative to each other and there is no maximum score.

Alternative GPAI Formats:

Used to observe and assess more students in a short time.
Scoring Key:     5 = very effective performance
                        4 = effective performance
                        3 = moderately effective performance
                        2 = weak performance
                        1 = very weak performance
Pick one or two components that you wish to focus on.

WEAKNESS OF THIS FORMAT:

This format provides only an overview of student's game performance and may not be as accurate as the tally system of the previous format.  This format would have been more appropriate for our students because of limited time.

The GPAI:

• enables the observer to focus on specific aspects of game performance
• provides an authentic means of assessing a student's ability to play games
• redefine game performance as a process that takes place whether or not players are in possession of the ball
• encourages teachers to think more broadly about game performance and to assess it authentically