physical education & common formative assessments
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OCM BOCES
September 24, 2012
OCM BOCES Network Team
PHYSICAL EDUCATION &
COMMON FORMATIVE
ASSESSMENTS
Auddie Mastroleo, OCM BOCES Network Team
Board of Ed
Superintend
ents
Princip
als
Teachers
CCLS
DDI
APPR
The Big Picture
Formative Assessment
Formative Assessment
Formative Assessment
Formative Assessment
Formative Assessment
SLO
Summative
Assessment
How does this all fit together?
After establishing the most important learning for your course with the SLO, periodically measure student progress toward that goal throughout the school year.
Build Shared
Knowledge
SETTING THE STAGE FOR COMMON ASSESSMENTS
Formative vs.
Summative
What does
common mean?
Putting it all
together
Know Your
Purpose
•Check-up
Formative (Assessment for Learning)
•Autopsy
Summative
(Assessment of Learning)
Formative vs.
Summative
Occurs during the learning process
Identifies students
experiencing difficulties
Results are used to help students continue to learn
(informs instruction)
Informs teachers as to the
effectiveness of instruction for
current students Informs students
in regards to progress in becoming proficient (provides feedback)
Typically are NOT used to assign
grades
An assessment is formative if it…
Formative vs.
Summative
Occurs after the learning process
has ended
Is not used to improve students’
understanding of content
Results are used to inform
stakeholders of individual student
achievement
Informs teachers as to the
effectiveness of instruction for
future students
Informs students about their academic
standing in relation to others
Assigns a grade to indicate
student progress at a specified point in time
An assessment is summative if it…
A Phys. Ed. teacher has students complete a graphic organizer identifying the relationship between physical activity and the prevention of illness, disease, and premature death. She grades the assignment and returns it to students. She speaks privately with a few students (who did not pass) to tell them that they’ll need to study more since this information will be on the unit test in a few weeks.
FORMATIVE? SUMMATIVE?
A Phys. Ed. teacher observes his students to demonstrate the correct form for various weight training exercises He identifies those students who did not demonstrate proper technique and targets them for further instruction.
FORMATIVE? SUMMATIVE?
Examples of Formative
Assessments
Exit/Entrance
SlipsJournals
Questioning Discussions
Observations
Whiteboards
Examples of Summative Assessment
s
End of Unit or Chapter
Tests
State Assessmen
ts
Benchmark Assessmen
ts
Final Exams
Placement Tests
Achievement Tests
What does
common
mean?
Is developed collaboratively by
teachers who teach the same grade level or
content
Uses a common process for
determining the criteria for quality
work
Measures the same learning
targets no matter the teacher
Administered systematically
and timely to all students enrolled
in a course or grade
Results are scored and analyzed
collaboratively
Facilitates a systematic, collective
response to struggling students
An assessment is common if it…
What do you think?
“Teacher Team A” collaboratively designs an assessment that is focused on common learning goals. Each teacher grades his/her own assessments & they reconvene to discuss the results. During the analysis, one teacher reveals she gave an additional week’s worth of instruction to students prior to administering it because she felt they needed it.
COMMON? NOT COMMON?
What do you think?
Teachers on “Team B” each developed a section (accompanied by an answer key or rubric) for a common unit assessment and combined them into one. All students will take the assessment, but some of the assessment items are generic so the teachers can modify them to fit what each teacher specifically taught.
COMMON? NOT COMMON?
Balanced Assessment System
In-the-moment
Formative
Learning checkpoints
Larger year-end goal
Formative &
Summative
Summative
A Five Step
Process
DESIGNING QUALITY ASSESSMENTS
Gather good information from the beginning!
Designing Quality
Common Assessmen
ts
A Five Step
Process
Decide What to Assess
Decide How to Assess
Develop Assessment
Plan
Write the Assessment
Review the Assessment
Essential standards
Non-negotiable learning
Most important learning of the course
Step 1
Decide What
to Assess
Prioritized Standards
Decide What to Assess
Assessments
Learning Targets
Standards
Step
1DECID
E WHAT
TO ASSES
S
Examine your learning targets
Which targets
are most likely to cause certain
students difficulty?
Which targets
are prerequisite skills
for information to come
later in the unit?
Which targets
are absolutel
y necessary
for students to know?
Identify the type of learning target
Knowledge
Reasoning Skill Product
CLEAR TARGETS
http://www.ocmboces.org/teacherpage.cfm?teacher=1805
HANDOUTS FOR
SESSION
Knowledge Reasoning Skill Product
KnowList
NameIdentify
TellExamine
RecognizeExplain
UnderstandDescribeDefine
CompareContrast
DistinguishAnalyzeOrganize
InferDeducePredict
InterpretHypothesize
SortEvaluate
ProveJudge
Support Justify
Classify
PlayDoUse
ObserveMeasureExplore
DemonstrateCarry out
ModelListen
PerformQuestionConductSpeak
MakeGenerateDesign
ConstructInvent
ProduceDrawWrite
CreateDevelop
Knowledge Reasoning Skill Product
Physical Education 7-12
Identify the potential safety hazards associated with a wide variety of games and activities
Analyze their own and others’ performance through the application of movement principles
Demonstrate a variety of skills and activities that can be enjoyed throughout adult life
Develop strategies to improve or maintain personal, family, and community physical activity
EXAMPLES OF LEARNING TARGETS
Knowledge Reasoning Skill Product
Physical Education K-6
Know how injuries from physical activity can be prevented or treated
Apply the concepts and principles of human movement to the development of new skills
Demonstrate mastery of fundamental motor, non-locomotor, and manipulative skills
Create a dance with a partner that combines movement to music from a specific culture
EXAMPLES OF LEARNING TARGETS
Step
2DECIDE HOW
TO ASSES
S
Determine your assessment
strategy
Selected Response
Constructed and
extended written
response
Performance
assessment
DESIGNING QUALITY ASSESSMENTS
Learning Targe
t
Assessme
nt Method
ASSESSMENT METHODSMethod Ideal for
assessingExamples Scoring
Selected Response
Knowledge-level learning targets
Multiple ChoiceFill-in-the-blankT/FMatching
Number or percent of points
Constructed response
Chunks of knowledge that
interrelate & student reasoning
EssayShort Answer
Rubric
Performance Assessment
Learning best achieved through
observable actions (skills) (or the
development of products
Playing an instrument
Changing the oil in a car
Conversing in a foreign language
Step
3DEVELOP
THE ASSESSMEN
T PLAN
Design the Assessment
Measure what
you’ve taught
(identified learning targets)
Assess student
learning at the
cognitive level the
information was taught
Step
3DEVELOP
THE ASSESSMEN
T PLAN
Consider the sample size
How many items do I need to
accurately assess a learning target?
Triangulate
Step
4DETERMIN
E THE TIMELINE
Frequent assessmen
t
Increased student
achievement
Time to plan
Time with
students
Time to turnarou
nd
Time to intervene TIME!
Step
5WRITE THE ASSESSMEN
T
General Guidelines
Selected Response
Items
Constructed
Response Items
Advantages
• Can measure a variety of objectives
• Easy to score• Can cover lots of
material efficiently
• Carefully crafted distracters can provide diagnostic information
Disadvantages
• Multiple-guess• Can be difficult to
identify plausible distractors
MULTIPLE-CHOICE QUESTIONS
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#1 Keep the wording simple
Not this… When scientists rely on magnets in the development of electric motors they need to know about poles, which are?
But rather this…
What are the poles of a magnet called?
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#2 Ask a full question in the stem (the part that precedes
the options)
Not this…
Between 1950 and 1965a. Interest rates increased.b. Interest rates decreased.c. Interest rates fluctuated
greatly.d. Interest rates didn’t change.
But rather this…
What was the trend of interest rates between 1950 and 1965?a. Increased onlyb. Decreased onlyc. Increased, then decreasedd. Remain unchanged
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#3 Eliminate clues to the correct answer within the
question
Not this…
All of these are examples of a bird that flies, except ana. Ostrichb. Falconc. Cormorantd. Robin
But rather this…
Which of the following is an example of a bird that can NOT fly?a. Ostrichb. Falconc. Cormorantd. Robin
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#4 Highlight critical, easily overlooked words i.e., NOT, MOST,
LEAST, EXCEPT
Not this…
Which of the following is an example of a bird that cannot fly?a. Ostrichb. Falconc. Cormorantd. Robin
But rather this…
Which of the following is an example of a bird that can NOT fly?a. Ostrichb. Falconc. Cormorantd. Robin
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#5 Remove repetitive words within each option; instead, reword the
stem
Not this…
Between 1950 and 1965a. Interest rates increased.b. Interest rates decreased.c. Interest rates fluctuated
greatly.d. Interest rates didn’t change.
But rather this…
What was the trend of interest rates between 1950 and 1965?a. Increased onlyb. Decreased onlyc. Increased, then decreasedd. Remain unchanged
WRITING QUALITY SELECTED RESPONSE QUESTIONS
Reduce the “guessing” games
Eliminate “throw away” choices
Put choices in a logical order such
as alphabetical or small
to large
Avoid equal-sized
lists in matching questions
Choose distractors carefully; plausible,
yet illuminate errors in thinking
WRITING QUALITY SELECTED RESPONSE QUESTIONS
Avoid bias or distortion
Unclear directions
or expectation
s
Poor target-method match
Inappropriate context
or vocabulary
Vague evaluative measures
WRITING QUALITY CONSTRUCTED RESPONSE
QUESTIONSProvide context for student
answers
During fitness stations, you have several opportunities to build muscle and improve cardiovascular function. You have also read about how your body benefits from aerobic and strength training exercises. Choose a fitness goal of yours and create a plan to reach that goal using what you have read about muscle and cardiovascular fitness.
WRITING QUALITY CONSTRUCTED RESPONSE
QUESTIONSNovel (new)
PromptDescribe the effects of the
physical fitness, as
described in the article.
Recall?OR
Applying to a new situation?
Designed with learning targets in mindUses appropriate assessment method Well-written items, tasks, and rubricsSufficient sampling of student knowledge
Avoids potential bias
QUALITIES OF SOUND ASSESSMENT DESIGN
PUTTING THE PROCESS INTO
ACTION
Mapping the Interim Assessment
s
Create an assessment using the five-step process for each data collection
point
Specify the learning targets at each data collection point
Calendar data collection points throughout the school year
Begin with the end in mind (Priority Standards)
“I CAN” STATEMENT
Cite specific textual evidence to support analysis of primary and secondary sources.I can quote
reasons and proof from what I read to show my examination of primary and secondary sources of information.
Priority StandardRH.6-8.1.
SummativeLearning
Target
BREAKING DOWN THE LEARNING TARGET
I can quote reasons and proof from what I read to show my examination of primary and secondary sources of information.
I can identify the difference between primary
and secondary
sources
I can identify the
author’s intent and purpose in
a text
I can quote and
accurately paraphrase from a text
NOVEMBER 1 INTERIM ASSESSMENT
Students will read The Preamble to the US Constitution and Words We live By, by Linda Monk. In a short constructed response they
will answer the following:Identify which text is a
primary source and which is a secondary
source.
Use evidence from the text to explain how you
know this.
Identify the author’s purpose in each text.
Use specific details from both texts to
explain your analysis.
Sample Elementar
y Assessme
nt
50OCM BOCES Network Team
Sample High
School Assessmen
t
51OCM BOCES Network Team
Upcoming OCM BOCES:Instruction for All Students
Oct. 23, 24; Nov. 13, 27; Dec. 18; & Jan. 10
Register online: My Learning Plan
Auddie Mastroleoamastroleo@ocmboces.org
OCM BOCES Network Team 53
CONTACT INFORMATION
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