The National PE & Sport Professional Development Programme

PD/H: Assessing progress and attainment in PE

SECTION 1: By the end of this section we will:

Understand what is meant by improving pupils’ progress and attainment in PE

Understand how effective assessment, recording and reporting can help pupils to make progress in their learning

Have identified specific aspects of pupils’ progress in PE that we want to improve by using effective assessment, recording and reporting procedures

Task 1: Understanding progress

Describe what it means when pupils make progress

What does it look like?

How do we recognise it?

In what different ways can pupils make progress?

Notes: Pupils make progress in:

Acquiring & developing skillSelecting & applying skills, tactics and compositional ideasEvaluating & improving performanceKnowledge & understanding of fitness & health

When evaluating & improving connections should be made between the other three

Understanding progress

How do you use the four aspects when:

Teaching for progress?

Evaluating progress?

Task 2: How do you use assessment?

In groups of 4:

How do you assess pupils’ ongoing work in PE?How and when do you record and report pupil attainment?Is there a common approach in your school?

What information do you use for monitoring?:

tasks that link and build on each other within and between units?self and peer assessment?merit systems used to reward significant progressOfsted inspection findings?pupils records to plan work?No. of pupils accessing out of hour learning opportunities?other systems and processes?

How do you monitor and record pupil progress and attainment in

PE?

Which aspects do you monitor & why?

How do you use information that you record?

Do you record everything that you monitor?

What and how do you use records?

Achievement v attainment in PE ~ how do your records distinguish this?

Are pupils involved in monitoring & recording?

Task 3: Pre-course task

In groups of 4:Share findingsWhat issues did you uncover?Did you discover anything surprising?Are there issues common to everyone in the group?

One person summarise discussion to whole group

Task 4: Identifying objectives to improve pupils progress and

attainment in PE

Note down at least 3 key objectives (that are pupil focused) e.g.

We want to…

Increase the number of pupils who make progress beyond unit expectations

SECTION 2: By the end of this section you will:

Understand how to provide authentic contexts for assessing, recording and reporting pupils’ progress

Have learnt a range of different ideas and approaches to assessing, recording and reporting pupils’ progress that you can use to improve pupils’ progress and attainment in your school

What is a core task?

Authentic context for performance

Combination of three aspects which are inter-related and have impact on each other

Evaluating & improving enables pupils to analyse their own and others performance

Task 5: Developing a framework for pupils’ progress

Look at the core tasks from a KS1 &/or a KS2 unitLook at link between core tasks and expectations

Discuss how core tasks:• Might be used at the start, during and end of a unit

to provide a picture of progress

How might pupils’ progress through the core tasks berecorded in a way that would help pupils make furtherprogress?

Task 7: Pupils’ self-assessment strategies

See page 22

Why might these work?

Why might they be problematic?

Other ways? (Use examples of opportunities provided in your school)

Assessment for Learning: Closing the “GAP”

Teacher led Collaborative

Where the learner wants to be

Pupil led

Where is the learner now?

Pupil

Peer assessment Self assessment

Use of ICT Questioning

A4L strategies Questioning Feedback Use of ICT

Teacher

GAP

1. Use evidence that indicates where the learner is; 2. Target where you want to go next (This will progress from teacher to pupil ownership); 3. Focus on strategies that help get you there (including the appropriate use of ICT); 4. The level of pupil concern about the discrepancy (gap) between ‘self image’ and ‘ideal

self’ determines self-esteem ~ be supportive of pupils, praise their efforts and recognise achievement.

S E L F

I M A G E

I D E A L

S E L F

Task 8: Recording evidence of pupils’ progress in PE

On 5 separate sheets of paper:

What do you record?

When do you record it?

How do you record it?

Who does the recording?

What do you use the information for?

Task 8 contd.

Look at 4 questions on page 23.

Task 9: Looking at record sheets

How do you use information from record sheets?

Importance of clear purpose

See page 29

Task 9 contd. ~ questions

Would this sheet give you useful information? What for? How could you use it?Is the sheet user friendly?Does the sheet reflect the need to track progress in the 4 aspects?Are words better than ticks?Would a register comment do as good a job?Would a traffic light system be enough?How does the sheet compare with what you use?How easy would it be to extract info for reporting?Could any of this be shared with pupils? Why?

Task 9: Reporting pupil attainment

How useful do pupils and parents find the reports you write?

How are reports used after they have been written?

What are reports intended to convey and to whom?

Do you receive any feedback from Senior management on your report writing?

As a group share ideas on how report writing could be used to improve pupils’ progress and attainment in PE

SECTION 3: By the end of this section you will:

Know what you will see pupils doing and hear them saying when you have used assessment, recording and reporting pupils progress and attainment in PE

Know how to collect information to show that pupils’ progress and attainment are improving

Task 10: Identifying signs of success

Look back to objectives task

Imagine pupils in 6/12 weeks / 6/12 months time when they have started trying to achieve these objectives

What will you see them doing different from now?

What will you hear them saying?

Task 11: Collecting information

Registers

Listening to pupils

Looking at pupil activity diaries

Using video footage or photographs

Listening to parents

Using questionnaires

What are the strengths and weaknesses of different methods?

Task 11 contd.Plan an information collection strategy:

Baseline ~ how?Information already in placeWho would collect additional information?When to collect/collate?How often? From how many people?Who should be involved?How will you ensure information is put to good use?

Section 4: By the end of this section you will:

Have drafted an action plan

Understand why it is important to keep a record of what you do and the difference it makes to pupils

Have been introduced to the possibility of joining an e-learning community

Task 12: Completing an action plan

See page 12

Task 13: Keeping a record of progress and success

See page 13

Why?

Improvement

Module evaluation

Your stories shared

Task 14: Supporting each other

Strengths and weaknesses of a one day course

Email group

Thank you

Safe journey!