Professional Knowledge

 

AITSL Standards Addressed:

1.2 Understand Students and how they learn

2.1 Content and teaching strategies of the teaching area

2.3 Curriculum, assessment and reporting

2.6 Information and Communication Technology (ICT)

3.4 Select and use a range of resources

5.1 Assess student learning

5.2 provide feedback to students on their learning

5.3 make consistent and comparable judgements

5.4 Interpret student data

 

PoLT Addressed:

• 3.3 builds on students' prior experiences, knowledge and skills

• 4.4 uses strategies that challenge and support students to question and reflect

• 5.2 ensures that students receive frequent constructive feedback that supports further learning

• 5.4 uses assessment practices that encourage reflection and self assessment

• 5.5 uses evidence from assessment to inform planning and teaching.

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Throughout my final placement I was placed in my specialist setting of Physical Education (P.E).  Soon enough I found a key issue continue to arise when looking to implement assessment in P.E. As assessment was a key focus through tutorials and lectures alike at the time, I began contemplating how to effectively assess students when generally P.E lessons didn’t provide teachers with evidence to later reflect and assess, rather only having the chance assess students on the spot from what you were seeing in front of you.

 

One method of assessment I implemented was the use of informal ‘micro assessments’. When concentrating on year levels 1 and 2, the curriculum focus was the fundamental motor skill of ‘over arm throw’ (AusVels 2016). In the commencing weeks students took part in games and activities that incorporated a focus of the students using their over arm throw. During these activities my mentor and I would be watching each student making informal assessments through our observations and noting areas where as a class or individuals we needed to develop. As the unit progressed students were introduced to the correct technique and encouraged to implement this in their game play through following activities. Students would then be informally assessed; being asked how should you stand? Where should you point? What do you do after you have thrown the ball? (Fundamental Motor Skills 1996). From here, as the unit was concluding we implemented the use of formal and summative assessment. Students were asked to individually display to my mentor teacher and I their technique for over arm throw. This was recorded through the use of ICT on a phone, to later then be individually assessed and added to student portfolios. Students were also exposed to the use of ICT as a means of engaging learning through video demonstrations and applying music where appropriate to activities.

 

These assessments intertwine with the curriculum as it gives an indicator if the student is competent to move on to the next level. As a teacher this is an important tool to track student progress to ensure they are not being left behind, and are learning the content. For example the year 1 and 2 students in the case described need to show they can ‘Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings’ (VCHPEM080) (Victorian Curriculum 2016) to show they are ready to move on to level 3.

 

Conducting these assessments throughout the unit I have found to develop areas 1.2 of the AITSL Standards; ‘understand how students learn’ as the use of micro assessments allow you to structure your teaching around the students development, where you then discover how individuals best learn. This also allows the link to 2.3 ‘curriculum, assessment and reporting’ as it requires implementing knowledge of the curriculum and reporting on student progress.

 

One particular form of assessment I have found to be an extremely effective component to incorporate into my teaching is the use of feedback. This has constantly come up through tutorial discussions and conversations with my mentor on the importance of providing positive, useful feedback. This is a method of assessment that I use everyday with students as it provides an on-the-spot evaluation for the student. For feedback to be effective however, I have found it needs to provide current information relating to the task, and provide a link from the misunderstood to the understood (Hattie 2007). This is certainly something I have incorporated into my teaching style and philosophy as it aligns with my values of positivity and encouragement coming from the teacher.

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