Assessment
Overview
“Ironically, we want students to choose physical activity; yet for the vast majority of our students we assess them in a manner that discourages them and implies they are “not good enough.”” (Brown & Hopper, 2006).
Issues/Focus
One of the key issues the article focuses on is that students are usually graded according to their performance in skill tests. This can lead to lower grades for those students who are often unsuccessful, which may cause them to become discouraged with PE. Another issue is that the emphasis on skill performance often leaves out the cognitive and social aspects of sport and play.
The purpose of the article is to explore the use and effectiveness of a Game Performance Assessment Instrument (GPAI). The use of a GPAI to record and assess students during play can provide all students with the opportunity to succeed.
Reasoning
The GPAI can be used as an effective tool because it involves increasing student participation and gives students the chance to read and respond in game situations. It also allows them the opportunity to become more aware of game strategy.
The arguments within the article are supported by the fact that student learning is improved when students become involved in peer assessment. Students are also more likely to enjoy physical education when they feel they can achieve a good grade regardless of their perceived ability.
Assumptions
• Students should be taught with the use of progressions.
• Students should develop physical, cognitive, and social aspects of sport.
• It is not probable for all students to obtain an ‘A’, but it should be possible for any student.
• Feedback on performance rather than the result/outcome is more useful for student’s improvement.
• Assessment should not just be based on skill, but also on cognitive and affective domains.
Conclusion
The article shows that when students are given the opportunity to observe their peers in a game it will allow them to notice things, such as strategy and positioning, that they may not notice while they are playing. The article suggests that by using and adapting tools such as a GPAI to perform peer assessments can improve the learning process. It also suggests that able teachers should be able to provide all of their students the opportunity to enjoy and do well in PE.
Significant Information
• The GPAI creates a way to make the information gained through assessment more valuable to students as they can begin to learn of the ball movement and game dynamics.
• The GPAI allows for students to be graded on the following: Base, Adjust, Decision Making, Skill Execution, Support, Cover, and Guard.
• 54% of all students are discouraged by their marks.
Personal Comments
The idea of the GPAI seems like an ideal way to involve students in all aspects in PE and grade students of all abilities fairly. The GPAI is something that could be useful to me and my peers and I can see myself using the GPAI or an adaptation of it as an assessment tool in the future.
Student Learning
participation 50% : participation mark will be broken down into a mark out of five for each lesson of the four lesson unit.
0/5: did not attend (did not ask permission to miss class)
1/5: attends class, but does not participate, highly disruptive, and/or endangers safety of other students
2/5: student is disruptive, minimal participation, and shows a lack of enthusiasm towards activities
3/5: student displays average levels of participation, enthusiasm, effort, and is not disruptive
4/5: adequate participation level, levels of enthusiasm and effort are high
5/5: student is self motivated to participate, attentive, and shows above average enthusiasm and effort, cooperates with other students and teacher, creates a positive learning environment, and contributes to a positive class by offer assistance to teacher and others without being asked
skill execution/ peer evaluation: using gpai 25%
quiz 15%
Teaching Instruction
Direct instruction was utilized and students were asked to provide demonstrations when necessary.
Providing Feedback: (Rink, 2003)
- don’t be afraid to give more feedback than less, as more is usually more beneficial for the student
- Specific feedback, knowledge of performance rather than knowledge of results
- Provide feedback during activity rather than after
- positive feedback, what to do instead of what not to do
Skill Analysis: (Coker, 1996)
-pay attention to student’s movement not object
- determine best viewing angle and try to view from multiple angles
- observe more than one repetition of motor skill, if possible, to deduce movement pattern
- avoid distraction such as, background movement or trying to multitask
- incorporate multimedia tools