Physical Education
Appendix D: Assessment and Evaluation

Assessment and Evaluation

Assessment is the systematic gathering of information about what students know, are able to do, and are working toward. Assessment methods include: student self-assessments, reviews of performance, portfolio assessments, and conferencing. Assessment tools may include observation, daily practice assignments, quizzes, samples of student work, pencil-and-paper tests, holistic rating scales, projects, and oral and written reports.

Student performance is evaluated from the information collected through assessment activities. Teachers use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgments about student performance in relation to learning outcomes.

Students benefit most when evaluation is provided on a regular, ongoing basis. Then evaluation is seen as an opportunity to promote learning rather than as a final judgment, it shows learners their strengths and suggests how they can develop further. Students can use this information to redirect efforts, make plans, and establish future learning goals.

Evaluation may take different forms, depending on the purpose.

• Criterion-referenced evaluation should be used to evaluate student performance in classrooms. It is referenced to criteria based on learning outcomes described in the provincial curriculum. The criteria reflect a student's performance based on specific learning activities. When a student's program is substantially modified, evaluation may be referenced to individual goals. These modifications are recorded in an Individual Education Plan (IEP).

• Norm-referenced evaluation is used for large-scale system assessments. A norm-referenced evaluation system is not meant for classroom assessment because a classroom does not provide a large enough reference group. Norm- referenced evaluation compares one student's achievement to that of others. The comparison is based on a "normal" distributed over an entire population. To use norm-referenced evaluation appropriately, a student's achievement must be compared to a reference group large enough to represent the population. Placing student achievement on a normal distribution curve does not accurately describe a student's individual progress; it compares student achievement to that of others rather than comparing how well a student meets the criteria of a specified set of learning outcomes.

Criterion-Referenced Evaluation

In criterion-referenced evaluation, a student's performance is compared to established criteria rather than to the performance of other students. Evaluation referenced to prescribed curriculum requires that criteria are established based on the learning outcomes listed under the curriculum organizers for Physical Education 8 to 10.

Criteria are the basis of evaluating student progress; they identify the critical aspects of a performance or a product that describes in specific terms what is involved in meeting the learning outcomes. Criteria can be used to evaluate student performance in relation to learning outcomes. For example, weighting criteria, using rating scales, or performance rubrics (reference sets) are three ways that student performance can be evaluated using criteria.

Samples of student performance should reflect learning outcomes and identified criteria. The samples clarify and make explicit the link between learning outcomes, criteria, assessment, and evaluation. Where a student's performance is not a product, and therefore not reproducible, a description of the performance sample should be provided.

Criterion-referenced evaluation may be based on these steps:

1. Identify the expected learning outcomes (as stated in the Integrated Resource Package).

2. Identify the key learning objectives for instruction and learning.

3. Establish and set criteria.

4. Involve students, when appropriate, in establishing criteria.

5. Plan learning activities that will help students gain the knowledge or skills outlined in the criteria.

6. Inform students of the criteria their work will be evaluated against prior to the learning activity.

7. Provide examples of the desired level of performance.

8. Implement the learning activities.

9. Use various assessment methods based on the particular assignment and student.

10. Review assessment of data and evaluate each student's level of performance or quality of work in relation to criteria.

11. Report the results of evaluation to students and parents.

Formal Reporting of Student Learning

The assignment of letter grades may be based on these steps:

1. Identify learning outcomes for the activity and unit to make clear what the student is expected to know and be able to do. The provincial curriculum prescribes broad learning outcomes. From these, the teacher establishes more specific outcomes for the learning activities.

2. Establish specific criteria for the unit and activity. It is helpful for students to be involved in establishing criteria in this way they understand what is expected of them.

3. Develop different levels of performance or models. Students are more likely to be successful when they clearly understand the criteria and the level of performance expected.

4. Students participate in learning activities to allow them to practise the skills and acquire the required knowledge. Feedback is provided to help the students continue their learning. Practice exercises help students meet the criteria and achieve the expected level of performance. Results from practice exercises support the student's learning but should not contribute to the term evaluation or final letter grade.

5. Give students opportunities to demonstrate their learning. Teachers may have students represent their learning in a variety of ways. Assessment data may be collected from tests, teacher observations, conferences, student self- assessments, written assignments, portfolios, or performance tasks.

6. Evaluate students' levels of performance in relation to the criteria. Evaluation of each student's performance is based on the assessment data collected and is compared to the established criteria.

7. The teacher assigns a letter grade for a set of activities. The letter grade indicates how well the criteria were met. Teachers often include written feedback to students along with the letter grade. In this way students gain information necessary to continue their learning.

Portfolio

• What are the applied tasks for which the portfolio will serve as a record?
• What should be included in a portfolio?
• In what ways should students in involved in the process of answering questions one and two?

A planning sheet can be used by the teacher and student for determining and clarifying the purpose, design, and construction of a student portfolio.

Snapshots and Long-Term Assessment

• show student growth in an area of study over a long period of time
• use assessment criteria that are not accessible in many other forms of assessment
• engage students in reflection about their own work
• engage students in reflection about evaluation