Assessment Flashcards
(2 cards)
How do you monitor and assess progress in PE?
Are use a blend of formative and summitted assessment methods. Are use observations and conditioned games or drills in practical lessons, which fit the assessment criteria two personally assess. I also encourage the use of peer and self assessment with a clear criteria which would be used regularly along with mini tests such as low stakes questions. I use cold calling methods if I want to ensure that children are engaging with the assessment. In theory lessons such as GCSE lessons, I like to use technology such as Plickers find that using clickers cards allows me to keep track of students who are not improving or gaps in learning that might need to be re-visited . I track the progress against the curriculum, objectives and adapt the lessons to address any gaps in learning. If any student is needing support, I would then adapt my lessons accordingly and liaise with any support staff they may have. I continuously promote a culture of correcting any mistakes made in formative assessments such as topic test, and any summit of assessment, for example, the end of year 10 diagnostic. Ensuring that students correct their mistakes to avoid misconceptions for their final exam.
How do you use data to inform your
I like to analyse assessment data to identify trends, gaps or under performance are useless to then inform seating plans are just the time plan of lessons and resources used within the lesson. For example, after reviewing recent results from a GCSE class. I increased focus on the respiratory system in future lessons, as there were common misconceptions with students, this data, along with any data from practice and retrieval strategies such as using Plickers, or mini whiteboards, helps me to provide lessons that ensure any misconceptions are dealt with and students are fully grasping any knowledge that they find difficult at first. I would do this through adapting worksheets by scaffolding by using different strategies learnt through asking colleagues or observing more experienced members of the school and how they teach challenging topics to their students. I have had success with this and have used strategies such as creating stories for concepts, such as gas exchange or creating rhymes to remember the planes and axes.
