Assessment plays an integral role in the teaching-learning cycle (DES & NCAA, 1999). This comprehensive process is a fundamental accountability measure for students and teachers in Physical Education (P.E). Ultimately, assessment in the P.E. environment should serve the purpose of enhancing and enriching the learning experience for students. It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development. It also guides the teacher, showing them both how and what the children are learning. This, in turn, enables them to adjust their lessons to account for all students in the classroom and self-reflect on their teaching practices for future planning.
Given the wide
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Students are actively involved in the process of assessment as they assess the performance of their peers carrying out a particular task or skill. It has gained much importance in educational learning and educational research in recent times with several studies denoting this alternative form of assessment as extremely effective in improving learning in students (Patton & Marty-Snyder, 2014). It has also shown to help increase motivation and engagement levels, improve communication and self-regulation skill as well as helping to empower students (Azarnoosh, 2013; Harrison, O’hara, & McNamara, 2015; Karami & Rezaei, 2015).
One example of a type of peer assessment is a check list handout. Attached to this document is an example of a peer assessment checklist that could be used for the chest pass lesson demonstrated in the video. Each student will take it in turns to step out of the drill and assess another student in the group. It is important to note that peer assessment activities like this should be scheduled prior to the habituation of skill errors (Johnson,
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It can be completed as a form of formative assessment to enable skill correction or at the end of a unit of work (i.e. summative assessment) to provide the student and teacher with information about their individual growth and progression over the course of the unit. Another important element of this assessment technique in this situation is that it may help teachers to become aware of more appropriate groupings for students (Ní Chróinín & Cosgrave, 2013). The use of ICT in assessment is particularly effective when the assessment criteria is related to the process of the movement, rather than the outcome i.e. throwing technique (O’Neill & Ockmore,
Using the list of Legally Mandated Components of the IEP on p. 169 of Making Connections, evaluate Jill’s IEP. Answer the following questions: What IEP components can you identify and list? 1. Present levels of performance: The present levels of performance are located on page 2 of the IEP.
Students learn a variety of ways and we have to adapt our teaching and lessons to ensure that all students are learning. We are educating the future, we are teaching students to become critical thinkers,
Field Hocky Evaluation. Why is peer assessment used? Peer assessment is used to help develop your skill by getting positive and negative feed back and you can use what you have been told to change make better what people have already. For example if someone said to a person “ You need to learn how to flip the stick around to keep control of the ball” you could take that and maybe get someone to film you and you could see how you control the ball and change it to make yourself better at the game.
The article concludes, teachers do not need to resemble their students in order to teach them; however, teachers must find ways to effectively relate lessons and themselves to students. The development of familiarity and awareness can create a better teaching experience and learning opportunities for students. Once material is more relatable and students are more engaged, teachers can then work toward assessing what students are actually learning in the
Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the
First, it may be helpful in allowing teachers to target their lessons (Duflo et al. (2011)). Allocating certain teachers to the lower-level
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
One of the key to the successful teaching of physical education is the use of a broad range of approaches and methodologies. As it is acknowledged that schools, classes and teachers will vary, some methods will suit particular circumstances better than others, and the nature of the strands themselves necessitates the use of a variety of teaching methods. There is a need to examine the teaching methods which will best enhance the achievement of the objectives, taking factors such as the content and context of the lesson into account, as well as the needs of the learner. Teaching means sharing, guiding, changing behavior, impressing, disciplining, counseling, directing and inspiring. Good teaching is a process of producing end products of
Through the struggle between studies and class sizes, they are trying to resolve the problem, to get all students back into a good learning environment. Good learning environments boost a child's self-esteem as well as make them a better person overall. Larger classroom settings allow children to hide and not get the full potential out of there schooling which can affect them in the long run, like in college and other trades. (“Taking Sides”). All through growing up, students are trying to figure out who they are, how to act, and what they are
Chapter 2 Muscular Strength, Power, and Speed Muscular strength, power, and speed are defined as the three vital skills needed by taekwondo players in their sport, as stated in Physical Training in Taekwondo: Generic and Specific Training (Haddad, 2014).
Teachers should open new opportunities for learners in class. Barbara Kingsolver (1997) remind us that “ the very least we ought to expect of ourselves is that we figure out
In methods developed by Slavin (1994, 1995), students can earn certificates or other recognition if their average team scores on quizzes or other individual assignments exceed a pre-established criterion (Kagan, 1992). Methods developed by Johnson and Johnson (1994) and their colleagues at the University of Minnesota often give students grades based on group performance, which is defined in several different ways. The
All students deserve to be treated fairly as individuals. When considering the diversity of the class members, we will celebrate the uniqueness that the differences contribute. Because I have high expectations that all my children can be successful, adjustments may be necessary because everyone is not the same (Burden, 2017, p. 115). It is vital that a spirit of understanding and edification is active amongst the students and from the teacher (Romans 14:19, King James Version) to produce fruits of mutual respect: reduced bias, positive academic outcomes, enhanced problem solving, and healthy group dynamics (Cousik, 2015, p. 54). For differences that stem from culture, gender, ethnicity, or socioeconomic status, the adjustments will involve bridging the cultural gap between the students’ diversity and the curriculum.
It is my goal to make sure students are not just memorizing facts, but are actually understanding. They should be able to take the lesson and apply it to other areas of their lives. I believe students need to be assessed frequently and routinely. The students need accurate and effective feedback, so they can make any necessary adjustments.