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The Future of Assessment in Physical Education

Ofqual
Ofqual

Andrew Frapwell presentation at the afPE National Conference, July 2013 re initial ideas on the future for Assessment in National Curriculum 2014

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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?
Accurately contrast Assessment for Learning and Assessment of Learning ASSESSMENT FOR LEARNING & 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 Formal Assessment Flexible Dynamic Individualized Continuous Process-Based Progress Measuring Structured Static Standardized Episodic Product-Based Knowledge Testing
Assessment of Learning / Assessment for Learning 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
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 dont 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 th (14 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
Consider the purpose of assessments and the match to practice THE PURPOSE OF ASSESSMENT
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: 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 16
Levelling activities versus: developing a subject profile of achievement
Full picture?
The Future of Assessment in Physical Education
Thank you Andrew Frapwell andrew@afTLC.com www.afTLC.com 07803 603450

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The Future of Assessment in Physical Education

  • 1. The Future for Assessment Andrew Frapwell
  • 4. 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
  • 6. Accurately contrast Assessment for Learning and Assessment of Learning ASSESSMENT FOR LEARNING & ASSESSMENT OF LEARNING
  • 7. 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?
  • 8. Compare and Contrast Informal Assessment Formal Assessment Flexible Dynamic Individualized Continuous Process-Based Progress Measuring Structured Static Standardized Episodic Product-Based Knowledge Testing
  • 9. Assessment of Learning / Assessment for Learning 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
  • 10. 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)
  • 11. Zeitgeist? We dont 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
  • 12. Assessment th (14 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
  • 13. Consider the purpose of assessments and the match to practice THE PURPOSE OF ASSESSMENT
  • 14. Assessment fit for purpose We need to address whether the purpose of assessment matches the purpose of physical education
  • 15. The Purpose of Assessment Hitting the target missing the point 999 Ambulance response time versus levels of progress
  • 16. Fit for Purpose: 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 16
  • 17. Levelling activities versus: developing a subject profile of achievement