Embedded Files
A note on assesment
A note on assesment
Traditional participation-based assessment creates a structural problem for this group of students: it measures the destination rather than the journey. A student who moves from sitting outside the gym to sitting at the edge of the court to keeping score to joining a small group has made significant progress, but may still score low on a standard participation rubric because they have not yet reached full physical participation.
Consider building your assessment framework to capture the engagement trajectory.
Where was the student at the start of the unit, and where are they now?
Portfolio tasks, teacher observation notes, and written reflection prompts all allow students who are not yet at full participation to demonstrate meaningful learning. This allows the teacher to value more than just skill performance. But rather to create learning standards acorss the curriculum areas in cognitive, psychomotor, affective and social domains (Mosston and Ashworth, 2008; Rinck 2014). It is making the standards legible for all students, including the ones who need the longest runway to feel successful.
Attached below are several examples of check in assessments that could be used several times over the term (share ones I shared in class and insert here with yoru comments).
Resources elated to this area
Resources elated to this area
Page updated
Google Sites
Report abuse