the future of assessment in physical education
DESCRIPTION
Andrew Frapwell presentation at the afPE National Conference, July 2013 re initial ideas on the future for Assessment in National Curriculum 2014TRANSCRIPT
The Future for Assessment
Andrew Frapwell
The future?
A different perspective?
Session aims:
• accurately contrast Assessment for Learning and Assessment of Learning
• consider the purpose of assessment and the match to practice
• explore connections between values for assessment and assessment for change
Personalisation
What are your expectations?
ASSESSMENT FOR LEARNING
& ASSESSMENT OF LEARNING
Accurately contrast Assessment for Learning and Assessment of Learning
Assessment of Learning / Assessment for Learning
• Assessment of Learning how much pupils have learnt at a particular moment in time - the end of a unit / end of a year / end of a key stage
• Assessment for Learning – how can we use assessment to help pupils learn more and progress quicker?
Compare and Contrast
Informal Assessment
Flexible
Dynamic
Individualized
Continuous
Process-Based
Progress Measuring
Formal Assessment
Structured
Static
Standardized
Episodic
Product-Based
Knowledge Testing
• Effect of previous practices – pupils levelled for each activity, sub-levelled and ‘datarised’
• ‘New’ expectation – assure competence, competition, activity, healthy active lifestyles
• Implication – information gleaned from assessment should help all learners succeed
Assessment of Learning / Assessment for Learning
Starting point: AfL defined as ‘a process of seeking and interpreting
evidence for use by learners and their teachers to
decide where the learners are in their learning, where
they need to go, and how best to get there.’
(ARG, 2001)
Four types of action: 1. eliciting information through questioning
and dialogue 2. providing feedback with emphasis on how
to improve 3. helping learners understand quality criteria 4. peer- and self-assessment (which
incorporates 1-3)
Zeitgeist?
• We don’t need to understand sound
assessment procedures – the national
tests and FFT will take care of us
• Re-emphasize the learning function of
assessment – de-emphasise the
grading function
Assessment (14th June)
• Removal of ‘levels’
• Prescription does not fit with freedoms
• Introduce own approaches to formative assessment
• Report as to whether on track to meet expectations at the end of a key stage
• Curriculum and assessment systems must meet the needs of your pupils
• Work with Subject Associations (and others) to produce a range of approaches
THE PURPOSE OF ASSESSMENT
Consider the purpose of assessments and the match to practice
Assessment – fit for purpose
• We need to address whether the
purpose of assessment matches the
purpose of physical education
The Purpose of Assessment
• Hitting the target – missing the point
• 999 Ambulance response time versus levels of progress
Fit for Purpose:
16
Every child knows how they are doing, understands what they need to do to improve and how to get there;
Every teacher is equipped to make well-founded judgements, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan;
Assessment systems should be structured and systematic for making regular, useful, manageable and accurate assessments of pupils, and for tracking their progress;
Every parent and carer knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers
Levelling activities versus: developing a subject profile of
achievement
Full picture?
