5. Assess, provide feedback and report on student learning
Throughout my time at University I have created a number of Assessment tasks that could be implemented in both the Health and Physical Education Setting. It is important to have a range of assessment tasks available for students and also to give them choice in how to present information. Whilst in some circumstances the use of written tests are necessary, offering students a range of assessment techniques allows teachers to cater for different learners and allows students to demonstrate their skills and knowledge in a variety of forms.
Throughout placement I have been a part of the marking process of assessments including both theory and practical. Below are some examples of Health and Physical Education assessments that I have created.
Throughout placement I have been a part of the marking process of assessments including both theory and practical. Below are some examples of Health and Physical Education assessments that I have created.
Health Education Assessment Tasks
This is an example of a Year 8 Summative Assessment Task which includes links to AusVELS, Blooms Taxonomy (understand, apply, create) and Aspects of Quality Learning (Linking, working collaboratively, planning/preparing and decision making). |
Your browser does not support viewing this document. Click here to download the document.
|
Your browser does not support viewing this document. Click here to download the document.
|
This was a summative assessment task created for year 8 Health which allowed students the choice of how to present their information and gave them an opportunity to display their strengths. |
Physical Education Assessment Tasks
Assessed Year 7 and 8 swimming
|
- I have created a mini game assessment task which can be modified and used for any sport. The assessment task was used at the completion of a volleyball unit and challenges the students to think of a mini game that they deliver to their peers which utilises specific skills of a sport.
Your browser does not support viewing this document. Click here to download the document.
|