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Check your students learning at the end of a lesson using an interactive quiz.

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Give students entry or exit questions and project responses form your iPad onto the board for them to see i.e. "Can you give 3 coaching points for shooting in netball?" (Can give feedback immediately).

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Children identify where they are at and what the next steps for their learning are (uses symbols).

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This video highlights how as a department we have embedded the innovative, cutting edge pedagogy called Solo Taxonomy. Solo helps students to map out their progress journey in lessons .

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Make a google form, add floobaroo add on and your marking will be done for you! You get the analytics and can see if there are any gaps in understanding

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Like a chat room. Everyone contributes to newsfeed on the board with questions. Other students can answer.

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Ask students to upload work/videos onto padlet and other students give feedback.

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Split class into teams- Each team comes up with as many teaching points as possible. Each team takes turns to name them in a knock out games.

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Dylan Wiliam presents 5 Key Strategies as part of Assessment for Learning.

1. Clarifying, sharing and understanding learning intentions & success criteria.

2. Eliciting evidence of learners' achievements.

3. Providing feedback that moves the learning forward.

4. Activating students as instructional resources for one and other.

5. Activating students as owners of their own learning.

These key strategies underpin a wide range of techniques that can be explored in Dylan Wiliam's book, Embedded Formative Assessment.

For the past 2 years I have continued to develop and trial the use of technology in my PE classes. During term 1 this year I tried to incorporate the use of iPads and an app called Easytag to create an process that allowed Assessment for Learning to occur.

During my 7/8 volleyball and 9/10 badminton classes in term 1 this year I decided to use the iPad app Easytag to allow students to record data relating to their performance. The app allowed the class to record statistics relating to student performance. My 7/8 volleyball class collected data on successful digs, sets, serves and unsuccessful shots with the purpose of creating ratios of successful to unsuccessful shots. This occurred at various points throughout the unit to analyse if performance was improving and in what area. My 9/10 badminton class recorded where their badminton shuttle was landing in their opponents court during a game (front L/R, middle L/R and rear L/R). The purpose was to improve the spread of shots played i.e. not hitting all shots into the mid court. Both groups had to use this data to try and demonstrate improvement over the course of the unit.

9/10 Badminton - The Easytag panel was used by a partner to record a students shuttle placement during a competitive game. The example below is one of four panels recorded during the unit. This data was transferred to a proforma in the student's PE book allowing for easy comparison. The data shows the student was able to improve their spread of shots to the front and rear of the court during the course of the unit.

Note: The data from the Easytag panels and student proforma below are not from the same student.
Panel (ignore the numbers in the far right column)
Data from the Easytag app was collated on a single sheet. The aim was for students to improve the spread of shots, not having all shots in one area of the court.

7/8 Volleyball - Students created panels in the Easytag app that displayed the information seen below on the recording proforma. Data was transferred from the app to this proforma so students could see improvement (or not) over time. The student below could see significant improvement from a ratio of approximately 1 successful to 1 unsuccessful shot at the beginning of the unit to a ratio of 4 successful shots to every unsuccessful shot near the end of the unit.

How has this use of technology helped me to address Dylan Wiliam's Assessment for Learning Strategies?

Strategy - Eliciting evidence of learners' achievement

The data was accessible to me on student iPads or in their HPE books for me to view. This information gave me starting points to have discussions with students about what could occur next at a lesson by lesson level. The data provided me with evidence of student learning at three different points during the term.

Reflection - I would have students complete at least one more set of data (most collected 3 data sets) to provide a more constant flow of evidence giving me a better picture of student learning and progress.

Strategy - Provide feedback that moves learning forward

The data was taken at varying points during the unit. The first set of data was taken at the beginning of the unit giving students a starting point to improve on. The second set of data gave students a further reference point indicating if they were heading in the right direction. Explicit teaching, lesson by lesson feedback about how to improve, student commitment and collaboration with peers was required to enable students to successfully use the data.

Reflection - As I have already mentioned I would try to include at least one more set of data during the unit. This would allow students (and me) to access more feedback about their progress at more regular intervals.

Strategy - Helps activate students as instructional resources for one and other

Students showed the data to their partner at the end of each game and quickly discussed strengths and weaknesses. There is no way that I could have assisted all students to collate and receive this amount of data over the course of the unit. Students became resources for each other providing data to move learning forward.

Reflection - I would strengthen these discussions. I did not monitor them closely and suspect that these were not as effective as they could have been. In the future I would include a more formal process of analysis to help students focus on the data more effectively.

Strategy - Activate students as owners of their own learning

Students had concrete data to work with. They could see areas of weakness i.e. I have no successful serves (7/8 volleyball) or I have not been able to hit any shots into the rear court (9/10 badminton). Students were encouraged to use this information to focus on how they could improve (own the learning). It was entirely up to them to demonstrate through the data their learning over the course of the unit.

Reflection - While students were required to take ultimate responsibility to use the data to try and improve I needed to get around to students more regularly and have conversations about their data to help them direct there own learning.

QUESTION NUMBER 1 - How do you address the following key strategies of assessment for learning?

1. Clarifying, sharing and understanding learning intentions & success criteria.

2. Eliciting evidence of learners' achievements.

3. Providing feedback that moves the learning forward.

4. Activating students as instructional resources for one and other.

5. Activating students as owners of their own learning.

QUESTION NUMBER 2 - What techniques do you have at your disposal to address the 5 key strategies of Assessment for Learning?

1. Click HERE to read more about Assessment for Learning and access a range of techniques to help improve your ability to formatively assess your students.

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Technology, PE and Assessment for Learning

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Dylan Wiliam presents 5 Key Strategies as part of Assessment for Learning. Clarifying, sharing and understanding learning intentions & success criteria. Eliciting evidence of learners' achievements. Providing feedback that moves the learning forward. Activating students as instructional resources for one and other. Activating students as owners of their own learning.

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Share the answer with a friend. Then share your friends answer with someone else... share again. You should now have 3 answers.

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Tracking document related to sports day scores, assessment in lessons, that is updated following years.

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Start a 'What stuck with you this week?' thread on google classroom.

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Start a 'What stuck with you this week?' thread on google classroom.

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Display 3 "I can.." statements which allow students to see which level they are working at

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Think about the answer, tell your partner, share with the class.

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Listen to this post as a podcast:

Think-pair-share has gotten a bad rap. In July of 2013, just as I was starting this blog, I read a snarky piece where the author slammed administrators' use of the strategy in faculty meetings. The piece got a lot of attention, lots of thumbs-up, but I felt kind of indignant.

Because I LOVE think-pair-share. It's as flexible and at-the-ready as a 16-year-old gymnast on Red Bull. It's the first strategy I explain to people who have no teacher training but have found themselves in a position to teach.

I do, however, think there's a right way and a wrong way to use it. So for the sake of celebrating think-pair-share, the Little Strategy That Could, and to share some best practices with this strategy, I made it the focus of my latest podcast. You can listen, read the transcript, or read the infographic that summarizes it all

If you thought this was helpful, stick around.
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Listen to this post as a podcast: Think-pair-share has gotten a bad rap. In July of 2013, just as I was starting this blog, I read a snarky piece where the author slammed administrators' use of the strategy in faculty meetings. The piece got a lot of attention, lots of thumbs-up, but I felt kind of indignant.

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Allow students to compare their performance to a pre recorded film.

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Bishop Stopford PE AfL using Coach's Eye

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Set out a rainbow of cones on the floor and give each colour section an assessment level i.e. sit in the orange if you have never done this before, sit in the blue if you have some idea, sit in the red if you are confident and have played this a lot. This can lead to both questioning or pairing less confident students with a 'coach'

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Stick traffic lights on the wall or sweat bands.

Red = ready to learn

Orange = ready to practise

Green = ready to coach

Purple = Approved coach (to ensure the advice being given is correct)

At regular intervals throughout the lesson, ask students to touch the level they felt they were working at. (Similar idea below)

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Daily Student Self Assessment Physical Education

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Observe others in your class, give 2 stars and a wish regarding their performance.

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"Answer the register by giving 1 coaching point of a...chest pass." "Once you have given me a coaching point for a net shot, you can go back to class"

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Observe performance to identify level of understanding

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Create a class padlet, ask students to post examples of their work (videos) and have other learners provide feedback

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Question at random to ensure maximum understanding across the class.

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Stand over here if you think this is true/better or here if you think it is false/better.

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Athletics/sports day scores

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Write down as many types of athletic event on the board at the start of the lesson. Review at the end or add throughout.

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If your partner is showing good technique give them a thumbs up, if they need to improve give them thumbs to the side and advice.