https://padlet.com/jadekharvie/9o0tw995jhfqusc6 Assessment Strategies en-us 2022-06-11 01:08:09 UTC 2022-06-15 12:17:02 UTC hello@padlet.com jadekharvie https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217922651 Formative assessment tasks are often implemented at the beginning or at particular points throughout a unit of learning, as opposed to the conclusion of a unit (Meldrum and Peters 2011: 255). Formative assessment is a strategy used for 'assessment as learning' as timely feedback from the teachers for these tasks allows students to understand their strengths and the areas that need improvement, this assists them in setting personal goals for future learning (Meldrum and Peters 2011: 255). Formative assessments can be diagnostic in nature as they are used methods of feedback informed teaching and learning (Meldrum and Peters 2011: 255). If formative assessment is well-planned and implemented it can increase student engagement, motivation and effort which ultimately will lead to improved achievement (Meldrum and Peters 2011: 255). 




]]> 2022-06-11 01:42:21 UTC https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217922651 jadekharvie https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217922737 Meldrum K. and Peters J. (2011) 'Assessment in Health and Physical Education', Learning to Teach Health and Physical Education: the Student, the Teacher and the Curriculum, Pearson Australia:252-286. ]]> 2022-06-11 01:42:36 UTC https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217922737 jadekharvie https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217927006 Summative assessment, unlike formative assessment usually occurs at the end of a unit of learning, the school term, semester or year (Meldrum and Peters 2011:254). Summative assessments are designed to summarise students learning for that period of time, it allows them to demonstrate their knowledge and understanding of the topic or unit. Summative assessment are an 'assessment of learning' as they are used to confirm what students have learned and compare their achievement with other students within the class (Graham et al. 2019:188). Summative assessments are marked against a rubric, that demonstrates the areas in which students did well and highlights areas for improvement. For example VCE students summative assessment tasks are in the format of a School Assessed Coursework (SAC) aligned with the Victorian Curriculum and Assessment Authority Study Design for that subject.  Students in VCE are requirement to pass each unit, the marks for each SAC are counted towards their final score, ATAR (Australian Tertiary Admission Rank). ]]> 2022-06-11 01:55:11 UTC https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217927006 jadekharvie https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217929965 Informal assessment tasks are often used throughout a class, this includes strategies such as checking for understanding, immediate feedback (thumbs up, thumbs down). This immediate feedback allows teachers to make judgements about student understanding of a given task or activity allocated during class time (Graham et al. 2019:188-193). ]]> 2022-06-11 02:03:19 UTC https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217929965 jadekharvie https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217936982 Formal assessment practices are used to understand what students have already learned, it allows teachers to gage where students understanding and progress in a particular unit of work (Graham et al 2019:194). Formal assessment tasks can implemented in a variety of ways to inform current understanding and future learning. Teachers can implement exit slips, journals, peer observation tasks, self assessment tasks and event tasks (Graham et al. 2019: 195-203). These assessments must be well thought out and planned in alignment with summative assessments tasks to ensure that students progress in the right direction. ]]> 2022-06-11 02:22:19 UTC https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217936982 jadekharvie https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217937061 Graham, G. Holt/Hale, SA. & Parker, M. (2019) 'Assessing Student Learning' Children Moving: a Reflective Approach to Teaching Physical Education, McGraw-Hill Education: 187-221.]]> 2022-06-11 02:22:33 UTC https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217937061 jadekharvie https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217942203 Diagnostic assessment is a teaching strategy that informs teaching practices within a classroom setting. This is the inclusion of small activities and tasks that show students current understanding, and which areas require more focus and attention to progress students towards the learning goal in order to meet the success criteria. ]]> 2022-06-11 02:36:37 UTC https://padlet.com/jadekharvie/9o0tw995jhfqusc6/wish/2217942203