Assessment
Assessment
Teacher Assessment: 50%
Movement (Off the Ball) 15%
Skill (On the Ball) 15%
Cooperation 20%
Peer-Assessment: 20%
Self-Assessment: 10%
Participation and Effort: 20%
Assessment in physical education is a topic of debate. Some teachers give a large portion of the mark to attendance and participation, whereas others state that this is rewarding a child for simply coming and trying rather than learning. Other teachers dock marks students for not bringing a gym strip to school to change into. The idea behind each of these is to encourage students to come to P.E. prepared to be active and to participate in the activities. Due to the relevance of these ideas they have been incorporated within the unit and comprise a small portion of the marks.
Teacher Assessment:
This portion of the assessment covers the teacher’s responsibilities. Rather than assessing simply the skill execution we hope that a teacher will mark according to the entire skill and the preparation that goes into it. Observing the entire skill can be done through a technique called Games Performance Assessment Instrument (GPAI). GPAI identifies 7 qualities that should be present in a player. Although not all of them apply to volleyball, below are the skills that can be observed:
1. Base - Appropriate return of performer to a recovery position between skill attempts
2. Decision Making – Appropriately deciding about what to do with the ball during a game
3. Skill execution – Efficiently executing selected skills.
4. Cover – Appropriately providing defensive cover, help, or backup for a player making a challenge for the ball.
5. Adjust – Moving either offensively or defensively as necessitated by the flow of the game
(Mitchell, Griffin, & Olsen 2006)
Click Below for GPAI Assessment Forms;
Example of GPAI Volleyball.doc
GPAI Volleyball for Beginners.doc
Peer Assessment:
Students, when paired up can be given task cards that illustrate of describe the skill being practiced. During this time pairs are to observe each other and provide each other with marks based on the demands of the skill
Click below for Peer Assessment Forms
Self-Assessment:
We feel that students should have an input on how they feel they did at the end of the unit a simple sheet that asks for the mark and a rationale for why they think they deserve this mark is sufficient. Be sure to note that improvement is something that is worthy of a good mark. Top marks are not reserved for only the most athletic students, a common problem with many P.E. classes.
Participation and Effort:
5 – Arrives to class on time, changed into strip, willing to help with set-up and take-down, puts forth noticeable effort during games and drills, contributes positively to the class. Learner is self-directed in class and shows initiative to learn
4 – Arrives to class on time, changed into strip, willing to help with set-up and take-down, puts forth noticeable effort during games and drills, contributes positively to the class.
3 – Late for class but still willing to help with set-up and take-down, puts forth noticeable effort during games and drills.
2 – Late for class, puts forth noticeable effort during games and drills, does not participate in set-up and takedown of equipment
1 – Late for class, no strip to change into for the class, puts forth noticeable effort during games and drills, does not participate in set-up and takedown of equipment
0 – Student refuses to participate in the class for whatever reason. Marks will not be docked for illness if note from parent is given, instead an ‘omit’ will be registered.
Mitchell, S., Griffin, L., & Olsen, J. (2006). Teaching sport concepts and skills: A tactical games approach. Champaign, IL: Human Kinetics.
