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Help for Assessment 1

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1. Curriculum codes

Pick a couple to focus on in each lesson.

Do you have many to choose from? Look at your Learning objectives- what codes to they represent most?

E.g. Year 10

Curriculum code: Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP10)

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Learning Objectives: WHICH ONE?

Students describe 3 important points in taking a basketball shot, using their designated ICT tool.

OR

Students describe 3 ways that they could be a good team member during the 3 on 3 basketball game, to a partner.

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2. Learning Objectives

OBJECTIVES SHOULD BE SMART

(specific, measureable, achievable, realistic, timely)

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What are the key features of learning objectives?

  • Objectives need to have:
    • Behaviour: Verb that describes an observable action that demonstrates learning
    • Content: Tells what the student will learn
    • Conditions: How or in what situation will the student show this behaviour? (Oral statements, worksheet, in groups, individually)
    • Criterion: What is the level of acceptable performance for mastery or proficiency?

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2. Learning Objectives

As a result of this lesson, students will be able to:

    • Explain what an adjective is, verbally, including that it describes a noun.
    • Describe when an adjective is used, and when it is appropriate to be used, to a partner.
    • Demonstrate how to perform a lay up using the correct technique in a modified game situation.

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2. Learning Objectives

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Common mistakes

  • Listing all the steps that would happen in the lesson e.g. students get into teams, students participate in a mini game
  • The learning objectives didn’t link to the curriculum codes you chose
  • They were missing detail
  • The ICT is the way that the learning is demonstrated

E.g. Demonstrate how to perform a lay up using the correct technique in a Coach’s Eye video.

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3. Assessment

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Description of WHAT and HOW each learning objective could be assessed.

Informal or formal.

Some people included rubrics which was fine, but ensure for your final assessment has specifics.

Remember your ICT is how it is demonstrated, it should not be a criteria row in a rubric.

If you have an assessment then the students must be given an opportunity to perform or complete that skill / task. i.e. it is mentioned in the T & L experiences.

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4. T&L Experiences

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Generally SEPEP was well represented in the sequences.

ICT tools were included, as well as some description about what you wanted the students to do. Be wary of them choosing their own tools.

Lacking specifics on what you wanted the students to do, some parts were quite general.

What is the workflow- how will you collect students final products? Is it collected each week or at the end only?

When will students get a chance to do these tasks when they are playing? E.g. how will a stats person collect data if they are playing?

Social constructivism- active learning while working together. Many of the tasks were done in isolation. Can you bring an element of working together into your lessons?