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Background This evaluation is in the form of a rubric for an activity called Kinball. This activity is the first I teach in the school year for a number of reasons. - It is unique and out of 100 students in the grade, normally 1-3 students have heard of it! - It is an activity that does not require high skill levels (as in other games sports) therefor it is easy to pick up and play competitively without mastery of techniques (i.e. less drill based practices). - As a result, no student can be labeled “good” at the activity from the start. Stereotypes that come with being “good” at an activity means others, who class themselves as less able in PE, are easily self conscious/threatened. All students can do well in this activity and the majority of the success comes from creating strategies and being aware, rather than being physically able. - Highly inclusive because of the structure and roles within the design of the game itself. Please contact me for more information, and feel free to check out some YouTube clips for an idea of how the game is played, and how the experts compete. (Please note my students are not quite as intense as this (yet)!) Please see Kinball Rubric file or PDF available for download.
Reflection of Assessment/Evaluation
a) How would I describe the design of this assessment? This assessment is in the form of a rubric. In order to assess in PE, I observe students throughout the unit of work. This allows me to gauge initial experience and ability level in order to decipher how to instruct the students within lessons (i.e. informal feedback based on rubric). In addition, I am able to see individual improvements and give students credit based on their work over a period of time. b) What is the purpose of the assessment? The purpose of the assessment is to give me a reference to the standards expected during units of work, linking with observable aspects of performance. It acts as the basis of planning also to ensure the theme of the standard runs through the lessons with as many links as possible. Furthermore, the students are aware of this rubric and have access in order for them to a reference to what I expect when they are participating. c) How does this assessment align, if at all, with the curriculum standards that guide my professional practice? The block planning for the unit of work relates to the standards and the rubric has been created based on what standard will be assessed. Standards are assessed at numerous times throughout the year in a variety of activities. The block planning relates to the rubric explicitly and strongly influences the content within lessons. d) What information will this assessment give me about each student? This rubric aims to give me information about the level in which a student is implementing a concept/idea based on the standard. Our primary focus in Grade 9 and 10 Physical Education is to give students the opportunity to utilize and build upon the foundation skills needed to successfully perform physical activities. Activities are set with consideration for the varying abilities and sporting experiences of the learners, to better serve the different needs of individuals, focusing on positive development throughout the course. Ultimately, this means individual improvement/development is considered and a Grade A can look differently depending on the improvements made. In addition, activities like Kinball do not focus on execution of technique therefor someone can explain or demonstrate “use of defensive and offensive strategies” (standard 1E) in different forms. e) How do I intend to use the information provided by this assessment? I use this to guide lessons and to offer feedback to the learner. I can initiate questions from this rubric, e.g. what might I want to see in this next play to demonstrate that you can “quickly makes a decision regarding execution of gross or fine motor skill to execute pre-planned idea”? (standard 1E). In addition, I am required to convert this into a grade for students, in the category “Sports Skills Performance” (Standard 1 – 3 in this case) and “Participation” (Standards 5 – 7 in all activities throughout the year). Excellent equates to an A+, A or A-, good a B+, B or B- and so on. f) What assumptions have I made about whether this assessment will, in fact, give me the information I need about the students who do it? I assume a number of things! - The students understand the language – I have reworded the standards to simplify the language, however that they are understood is an assumption. - Students are listening and care about their assessment. It will come to no surprise that for many, PE is not held in the same light as “academic subjects”. This idea comes with its own issues, one of which is taking assessment seriously! - I assume students are happy with their grade based on the way their performance has been observed and reported by me. What I mean here is that this is subjective and it is important for students to understand their level in a way that relates to the grade. - I assume the assessment is meaningful. Personally I am not sure. We are driven by grades and students are on the verge of obsessed! They see an A and they are satisfied. I am not sure after this point they are considering their learning experience! g) What skills have I assumed students have that will enable them to complete this assignment? At this point in the year, I am trying to establish the philosophy behind what we do in High School PE. It is different from MS that bases their grades on skill execution and standardized fitness tests. I hope Kinball helps establish the ethos I want to create, where ultimately we are all individuals and like different things. We are not all “sporty” but that does not, and will not affect our success in this subject. h) For whom would this assessment prove difficult? Why? When I really think about this question, I believe this assessment might be difficult for those who are very physically able. This may be the subject where they excel and might struggle to see themselves getting the same grade as someone who is not as practical as them. This comes with the nature of the subject. I imagine some students who enjoy the comparison in PE (because they are often overachievers) would feel short changed. i) Based on my readings this week, are there ways that I can imagine re-designing this assessment so that it's better in some way? Explain your rationale and justification for your re-design idea(s). Based on the readings, I propose two changes for the use of this assessment so that it is better. 1. My first improvement is more of a work in progress, and taken from the idea of “learning from history”… my version; asking the students about how (after one unit) they feel about the assessment. Shepard and Dann have drawn upon numerous researchers to construct their discussions with their articles. In order for me to research, I think it would be useful to ask the students, either formally or informally what they think about assessment and in turn discovery what it (the rubric) does to contribute to their learning. The focus of both articles centered on having assessment, teaching and learning more blended, and I think I do this. The research results from my students may say otherwise! This may not be classed as an improvement so to say, but I believe it would in turn allow me to make applied changes to this assessment. 2. When I consider the nature of the subject, I think it may be useful to offer different ways to express what students know about the topic/standard. Some may find it easier to write about a structure or strategy, rather than show it, for example. This is an ongoing debate in PE but I think it is important to be able to give students different opportunities to express what they know. PE teachers can be limited in their view of how students should show what they know or understand within a concept. I immediately imagine someone standing with a clipboard making ticks as they see an action being executed. Is this genuine assessment of someone’s ability? I would question it. When I think of the statement “the way assessment is used in classrooms and how it is regarded by teachers and students must change” (Shepard, 2000), I think about the form it comes in, not just having it included in lesson planning. As a result, I would like to consider how tasks themselves can link to expressing what they know with regards to the rubric. This is more of an addition to the resource bank and re-design as a means to be forward thinking to meet the various needs of students, and ultimately encourage them to do their best. 
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