At the bottom of this page, you can find the two links to documents that are currently used for my Grade 9 Physical Education Badminton classes. In addition, here are my initial ideas for my New Media "Dream Project" for CEP816, which can also be found on Google Docs.
I have taught this unit of work for the past 3 years. Over this time, I have made an attempt to create more authentic assessments based on the standards and objectives of the unit. Students ability level will vary depending on their previous experience of central net and wall games (this is the term for the category of sport where badminton lies; other examples are tennis, table tennis, volleyball, squash) and their hand eye co-ordination. As a result, it is vital to give students opportunities to express what they know about the activity as it links to the standards and objectives. Specifically, I have chosen to look and assess the following within the unit
In order to assess what needs improvement, I have created some guided questions that hope to lead me towards creating more authentic assessment that focuses on creating more “focused, meaningful lessons that reinforce clear goals and expectations” (from revised focus) while gathering evidence on their understanding (and not just their practical performance.
I envisage that this unit will include some kind of task that allows me to gauge whether students understand the concept I am trying to portray. This means I am not only relying on the practical work. This would mean I have three grades for this unit of work; participation (this is assessed within every unit), performance (linked closely to existing assessment) and knowledge of performance (an additional way to show what they know, linking to differentiation and support for student learning as discussed in NMTT Document). In addition, I would like assessments to be easier to access and understand. Other types of media would be useful to reinforce the two standards I expect to cover. I would also like to use some collaborative tools to encourage partners/groups to come together. The tools listed within me NMTT Document (week 5 work) are good starting points for me.
I have taught this unit of work for the past 3 years. Over this time, I have made an attempt to create more authentic assessments based on the standards and objectives of the unit. Students ability level will vary depending on their previous experience of central net and wall games (this is the term for the category of sport where badminton lies; other examples are tennis, table tennis, volleyball, squash) and their hand eye co-ordination. As a result, it is vital to give students opportunities to express what they know about the activity as it links to the standards and objectives. Specifically, I have chosen to look and assess the following within the unit
- Perform specialized skills with effective and correct technique.
- Know the importance of Repetition and Refinement for learning specialized motor skills.
In order to assess what needs improvement, I have created some guided questions that hope to lead me towards creating more authentic assessment that focuses on creating more “focused, meaningful lessons that reinforce clear goals and expectations” (from revised focus) while gathering evidence on their understanding (and not just their practical performance.
- How do I know that learners understand the concepts covered in class?
- How might I attempt to expand learning past the practical aspect?
- Can this include consolidation of knowledge in a “new” format?
- Can technology be helpful as I try to assess student learning?
- What effect does the current assessment document have on the learners extraneous load, and how might I change this to decrease the load?
- Are there media tools I could use to give student information in another format, that they can reference in relation to the assessment?
I envisage that this unit will include some kind of task that allows me to gauge whether students understand the concept I am trying to portray. This means I am not only relying on the practical work. This would mean I have three grades for this unit of work; participation (this is assessed within every unit), performance (linked closely to existing assessment) and knowledge of performance (an additional way to show what they know, linking to differentiation and support for student learning as discussed in NMTT Document). In addition, I would like assessments to be easier to access and understand. Other types of media would be useful to reinforce the two standards I expect to cover. I would also like to use some collaborative tools to encourage partners/groups to come together. The tools listed within me NMTT Document (week 5 work) are good starting points for me.