Professional Documents
Culture Documents
Physical Education. Use detailed examples from student observations and recent and relevant
literature to support your arguments.
2. Critically discuss the nature of assessment for and of learning and the contribution they make to
pupils learning;
3. Critically reflect on the relationship between lesson planning, delivery, accurate lesson evaluations
and assessment of pupils’ learning;
4. Refer to relevant literature and practical examples from student observations to support the claims
you make in sections 2 and 3.
FOR ASSESSMENT
Assessment is at the heart of a successful curriculum and is a fundamental part of good teaching and learning. It
enables learners to recognise achievement and make progress, and teachers to shape and adapt their teaching
to individual needs and aspirations. Effective assessment enables learners to make smooth progress throughout
their time at school. (http://curriculum.qcda.gov.uk/key-stages-3-and-4/assessment/index.aspx
AGAINST ASSESSMENT
It is in the feedback phase, in reports, when frustration and despondency can occur from a
pupil.(journal)
Formal assessments can destroy the recreational value of physical education and the
enjoyment of this subject
Difficulties in objectively assessing some dimensions of the subject (e.g. the process to
improve performance) might lead to a distortion of the subject through increasing the
emphasis on more easily measurable aspects (e.g. theoretical understanding of concepts and
knowledge related to physical education)p.103 (Piotrowski, S. and Capel, S. (2000)
DIFFERENCE-is of timing with formative taking place during and summative taking place at
end of a learning event (brooks,110)
“is the assessment FOR learning (formative) or assessment OF learning (summative)?
Assessing their performance to help them to understand how they can improve and to
challenge them to greater achievement..assessment here will be for guidance or feedback
(Capel)
Assessment aimed to promote effective further learning pupils. This can be in the form of
feedback or (information that will enable teachers to meet the pupils future learning needs in
the future.teacher) Kyriacou-109
It is recognized that assessment is most useful when it is an ongoing and integral part of
teaching and learning (brooks, 110di)
Formative assessment must have feedback and feedforward-feedback from one stage is used
at the next stage to improve subsequent teaching and learning
Formative assessment reduces the spread of attainment whilst raising it overall
Formative assessment helps all pupils but is especially beneficial for low attaining pupils who
it helps more than the rest
The learning gains associated with formative assessment exceed those produced by most
other educational interventions designed to raise attainment (all 3 abuv points, brooks, 112di)
AFL helps to differentiate students (Brook, 113) USEEEE
It should be clear that assessment for learning is a process which uses ongoing assessment of
pupils’ learning to raise their achievement.. it is based on the principle that pupils improve
most if they understand what they are aiming to learn and how they go about it. Clearly this
must involve careful planning and teaching.(O’Neill n Ockmore, 134,in capel, 2006)
Teachers must plan lessons so that differentiated outcomes are clear, concise and easily
assessed and relate specifically to the learning outcomes. (O’neill n ockmore, indi, capel,
134_) USEEEEEE
Feedback allows sound practised to be reinforced and mistakes to be corrected (Piotrowski, S.
and Capel, S. (2000)p.99
It is particularly difficult for teachers to concentrate on making accurate, observational
assessment while teaching classes of approximately thirty actively involved pupils and also
attending to relevant safety consideration. (Piotrowski, S. and Capel, S. (2000)p. 107
Formative refers to assessment which are used in the process of interaction to develop the
person, such as in the teching-learning situatoin in PE where diagnosis, feedback, correction
or comfirmation takes place. (Carroll, 13, 2004)
4. assessment is needed to judge the quality of learning outcomes of a lesson and so make an
essential contribution to lesson evaluation.(indi) Assessment therefore informs the planning
of future lessons (di,capel, 97,159)
Determine the degree to been effective or ineffective
Inform teachers’ planning and identify where emphasis should be placed in teaching (last2-
di,capel,159)
Assessment of pupils achievement against ipsative assessement (compared with pervious
performance in the same activity or task, norm referenced assessment(comparison with
performance of others, measurement against predetermined criteria (criterion referenced
assessment)...These judgements provide evidence of the extent to which any intended
learning is achieved. Such judgements are crucial to educational contexts, including physical
education , where the development of pupils’ learning is a defining characteristic (Piotrowski,
S. and Capel, S. (2000),p.100
AFL helps to differentiate students (Brook, 113)
Planning-identify prior learning that need only be revised, rather than wasting time repeating
this.(indi-Brook, 115)
Identify strengths that can be used as a foundation for buiding new knowledge and
skills(brook, 115, indi)
Differentiate to meet the particular needs of individuals (brook, 115di)
Questioning, peer and self assessment n other techniques-p.116-120in brook
Evaluating lessons-teacher’s record of the assessment of pupils’ learning in relation to the
differentiated outcomes, together with some information on what to teach in the next lesson
(AfL), inc info on’pupils who represent the different ability bands, evidence to show why the
learning outcomes were/were not achieved, recognition of what to plan for the next lesson in
order to progress pupils’ learning (O’neill n ockmore, indi n di, 139)
Information gained from assessing pupils’ learning is used systematically by informing the
planning and delivery of, for example the next lesson (O’Neill n ockmore, 143capeldi.)
Provides the teacher with information on whether the learning objectives aer set at an
appropriate level of difficulty (Piotrowski, S. and Capel, S. (2000)
Self assessment, peer assessmetn and Reciprocal teaching methods (see for example, Mosston and
Ashowrth, 2004) as these provide methods of drawing ‘ the pupil centrally into the assessment
process (Loose and Abraham, 1993:8) and allow pupils to practise their observation and evaluation
skills (McChonachie-Smith, 1991). (Piotrowski, S. and Capel, S. (2000)p.113
Brooks, V.(2004) ‘Using Assessment for formative purposes’. In Brooks, V., Abbott, I and Bills, L
(Eds.) Preparing to Teach in Secondary Schools, Maidenhead, Open University Press.
Capel, S. (1997) Learning to Teach Physical Education in the Secondary School. A companion to
School Experience. London: Routledge.
Peach S and Bamforth C (2002) ‘Tackling the problems of assessment, recording and reporting in
Physical Education and Initial Teacher Training’, The British Journal of Teaching Physical Education,
(33), 1, pp 18 – 21
School Curriculum and Assessment Authority (SCAA)(1997) Physical Education at Key Stage 3 and
4. Assessment, Recording and Reporting Guidance for Teachers, London: SCAA Publications
O’Neill, J. and Ockmore, D. (2006). ‘Assessing Pupils’ Learning’ in Capel,S., Breckon, P. & O’Neill, J.
(eds) Learning to Teach Physical Education in the Secondary School –a Practical Guide. London,
Routledge, pp 133 – 143.
Piotrowski, S. and Capel, S. (2000). ‘Formal and Informal Modes of Assessment in Physical
Education’, in Capel, S. and Piotrowski, S. (eds.). Issues in Physical Education, London, Routledge
Falmer.