Posted in assessment, education, kids, lesson plans, mastery based learning, physical education, standards-based grading, teaching, Uncategorized

Standard-Based Assessment

How do you hold your students accountable to self-assessment and tracking of their progress? Do your students know what standards they have met and where their current progress is-daily? monthly? yearly?

My colleague and I have been trying many different forms to help simplify the standard tracking sheet, and to date, this seems to be the easiest way. These are the indicators that we will be able to meet this year and we have taped this sheet to the inside of their PE folders. When there is a new indicator on the board, they write the word “soccer” (or whatever the activity may be) on their folders, so they know the skill we are working on and then at the end of the unit, they rate themselves. As you can see, we focused on 4 indicators during soccer (S1.M5, S1.M8, S2.M3, S2.M5) and this was over 8 classes.

This student has “met standard” in some of the indicators and that is great (and I also agree). She has to show “MS” three times in that area for it to be considered a complete “MS” by 8th grade. The area where she got a “PS”, which is progressing toward the standard, is “defense”, she will have plenty more opportunities to attempt to meet the standard in this area. She is a 6th grader, so that can be a tough concept to master in the beginning. The great thing about standard-based assessment, is it is on-going. Students can always work on meeting the standard. There is never a final grade and they are done with that activity and move on. We may be done with soccer, but this student still has plenty of opportunities to master “defense”. She may not have the skills to master defense in soccer, but will have the skills to master defense in other activities.

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These are a few examples of the sheets they fill out when we work on these indicators. They know what they need to do to meet ES (exceed the standard/indicator), MS (meet), PS (progress). They are engaged in discourse with their peers in the very beginning to discuss what it may look like before we discuss it as a class, so they get to use hypothesizing skills. The most important part is they set a learning goal to help them push themselves during the unit. These papers are a stapled packet and stored in their PE folders, so they are always a resource for them to look back to in the beginning of class and remind themselves of their goals as we engage in conversation and to look at my feedback.

The “Habits of Scholarship” piece at the bottom is a school wide rubric and a report they get every 5 weeks. This is a self-reflection for them to complete and it helps them to stay on track with their HOS.

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