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Lesson Plan AssignmentYou DO NOT have to present it, just submit a
hard copy (no title page required)
Assume the reader (e.g. ME) knows nothing
about teaching PE – be as detailed as possible!
Choose an activity or sport that is BEYOND
your comfort zone!
LP is due on November 19th – IN CLASS
From the Curriculum to the Report Card – What is the Process?
Step #1. Understanding the Curriculum
Step #2. Collecting the evidence
Step #3. Recording the evidence of student learning
Step #4. Evaluating – making the judgement
Step #5. Completing the Provincial Report Card
Step # 2: Collecting the EvidenceSample Assessment strategies (what will
students be doing?):
Skill demonstration (PERFORMANCE)Game play (PERFORMANCE)Journal, quiz, testCase study, debate, discussionFitness profile/log, graphic organizerConferenceProject, presentationRole playPortfolio, contractWritten or verbal response
Step #2: Collecting the EvidenceSample assessment tools (what instruments
will the teacher/student use to collect the evidence?):
Assessment scales (rubric)Marking schemeTarget/Wheel/Star/Pyramid/StepObservation checklistSelf assessmentPeer assessmentWritten evidence – tests, assignments, etc.
Assessment Scale for Assessing Fundamental Movement Skills
Specific Expectation: send an object to a
partner…..
Model: What does volleying look like?
Level 1 – rarely performs
Level 2 – sometimes performs
Level 3 – usually performs
Level 4 – consistently performs
Design your own rubric...Choose one MOVEMENT SKILL from the
Ontario Curriculum Prepare a table, and enter the descriptors
from page 9List the descriptors for your skillEnter the gradeEnter the learning expectation (direct quote)Add your names
Designing Assessment TasksFocus on essential learnings (overall expectations), group
specific expectations
Determine the knowledge/skill category for each by examining the verb
What evidence is required? – use a variety of assessment tasks to gather evidence
Provide students with clear targets, opportunities to meet expectations
Use Achievement level descriptors as a guide for gathering evidence
Matching Assessment TasksConnect the learning expectations to the Knowledge/skills categories and the descriptors in the Achievement levels in “The Ontario Curriculum” (page 9)
Expectations – content for learning
Achievement Levels – how well the student has achieved the expectations
Verbs Linked to Knowledge/Skills CategoriesUnderstanding of concepts:
identify, recognize, label, examine, outline, distinguish, define, analyze, relate, determine
Verbs Linked to Knowledge/Skills CategoriesMovement Skills:
dribble, throw, kick, send, pass, balance, perform, dismount, jump, move, travel, bounce, demonstrate, combine, hit, stop, grip, hang, use
Verbs Linked to Knowledge/Skills CategoriesCommunication of Required Knowledge:
explain, describe, communicate, discuss, present, suggest
Verb Linked to Knowledge/Skills CategoriesActive Participation
use, employ, apply, display, work, follow, demonstrate, stay, assess, participate, implement, improve, maintain, adopt, provide, acquire, incorporate, transfer, monitor
STEP #3: Recording the Evidence create a separate recording chart for each
Knowledge/Skills category (e.g.
Understanding of Concepts, Movement Skills,
Active Participation, Communication of
required knowledge)
OPHEA Documents provide lots of great
samples!
Recording of Evidence ChartKnowledge/Skills Category
Level criteria
Students names
Expectations
Topics/Units
Step # 3 – continued…Include descriptors (page 9)
Include expectations relating to that category
Indicate the topics/units where students have
opportunities to demonstrate their learning,
but REMEMBER…….
Step # 3 continued….Some expectations may be demonstrated in a
variety of units (e.g. locomotion)
Units or topics will relate to the program you develop (e.g. basketball, capture the flag, dodge ball, etc.)
Some expectations will require year long assessment (e.g. fair play, participation, etc.)
Some expectations will be most appropriately addressed in only one topic or unit (e.g. healthy eating)
Step #3, continued…Transfer the evidence from the assessment
tools (rubrics, self, peer, teacher, etc.) to the recording charts
Record the appropriate Achievement level (1, 2, 3, 4)
Step # 4: Evaluating… Making a JudgementThis involves determining the HIGHEST
MOST CONSISTENT LEVEL of achievement
A weighting factor should be considered for
each Knowledge/Skills category, taking into
consideration QUANTITY, TIME, and
QUALITY
QUANTITYWeighting based on the number of
expectations assessed within each category
(Active participation carries the most
expectations at all elementary grade levels)
TIMEWeighting based on the amount of time spent
throughout the term/year for the student to
demonstrate learning expectation(s).
Step # 5: Completing the Provincial Report CardLetter or percentage grade
Anecdotal comment describing the student’s strengths, weaknesses and steps for improvement
Report on learning skills
The Provincial Report Cards
Elementary Report Card Grade 1-6
Elementary Report Card Grade 7-8 (Catholic)
Secondary Report Card Grade 9-12 (semestered)
From: Ministry of Education
Learning SkillsIndependent WorkInitiative EHomework CompletionUse of information GCooperation with othersConflict resolution SClass participationProblem solving NGoal setting
SECONDARY LEARNING SKILLS
Subject:______________________Grade:__________Reporting Period:__________
Learning Skill Works Independently
Teamwork Organization Work Habits/Homework
Initiative
Date
Key: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement
Name:
1
2
3
4
5
6
7
8
9
10
Entering the GradeTranslate the student’s highest most
consistent level from your recording page
Translate that level into a letter or percentage grade
View process as moving from 4 point scale to 12 point scale
Provincial Guide for Grading Level 4 A+ 90-100
A 85-89A- 80-84
Level 3 B+ 77-79B 73-76B- 70-72
Level 2 C+ 67-69C 63-66C- 60-62
Level 1 D+ 57-59D 53-56D- 50-52
R (Below 50) R Below 50
Anecdotal CommentsDescribe the student’s strengths and weaknesses
in relationship to the four Knowledge/skills categories
Describe the student’s achievement rather than simply listing the curriculum taught
Be clear, concise, and consistent with level of achievement
Describe the “next steps”, giving concrete suggestions for parent and student
Source:Getting Assessment Right: Health and Physical
Education Grades 1-8
By: Sue Amos and Susan Orchard
Data Based DirectionsQuality Resources for Educatorswww.databdirect.com