Mallaig High School S 1-3 Physical Education Assessment Policy

The rationale behind assessment in PE at Mallaig High School is that it should be fair and inclusive to allow all pupils to show what they have achieved and how well they are progressing. Assessment should be manageable and results easily accessible and interpreted by pupils, staff and parents. Although Physical Education in S1 to S3 has many Experiences and Outcomes (http://www.educationscotland.gov.uk/myexperiencesandoutcomes/healthandwellbeing/physicale dactivitysport/physicaleducation/index.asp ) there are 3 main lines of development:

1. Movement skills, competencies and concepts, 2. Cooperation and competition, 3. Evaluating and appreciation. Within these lines of development there are 4 Significant Aspects of Learning which are targeted in S 1-3. 1. 2. 3. 4. Cognitive Skills (Decision making, Problem solving, Concentration & Attention) Physical Competencies (Balance, Coordination & Fluency, Rhythm & Timing) Physical Fitness (Strength, Speed, Suppleness, Stamina) Personal Qualities (Motivation, Tolerance, Confidence, Cooperation, Self Esteem)

This policy is split into 5 sections (Why, What, How, When and Where) which endeavour to explain the PE departments assessment policy with regard to the above. Section 1 - WHY is assessment taking place? There are 3 reasons: 1. Pupils need feedback on their work (both practical and theory) that lets them know how good they are and what they need to do to improve (target setting). 2. Staff need to gather a bank of information to regularly monitor pupil progress and identify what level a pupil is working at. This allows decisions to be made on whether a pupil is working to their potential as a poor performance may be not tell the full story if a pupil is giving their maximum effort. Early warnings of problems can alert Pupil Support & Learning Support Staff and allow help to be put into place. It also allows a permanent record to be kept for reference in writing reports. 3. Parents need to be informed through these reports on the progress or otherwise of their children and this needs to be as informative as possible within the constraints of the reporting system.

Section 2 WHAT is being assessed? refer to the Syllabus Schedule for PE for each year group All the activities are assessed throughout the year in S1 to S3. 1. In S1-3 the emphasis is on assessing Movement skills (eg passing), Competencies (eg choosing the right technique for the situation) and Concepts (eg moving into space for a pass) through Cooperation and Competition. Pupils are judged on their ability to perform skills in isolation and also within a performance context. The range of skills and techniques performed is assessed as is the pupils ability to adapt and create solutions to problems that come up in performance scenarios. Pupils folders are monitored for completion at the end of every activity block so they have a record of all they have done. 2. In S2 and S3 Practical and Theoretical concepts are also assessed in written tests.

Section 3 HOW is assessment carried out? For practical work a variety of methods are used; in all team and individual games a subjective comment is noted by the teacher on a pupils strengths and weaknesses within a real game situation so that skills which have been worked on can be seen in context - this allows staff to note which level a pupil is working at practically. For gymnastics a grade mark out of 10 is allocated but, as pupils become more mature, this mark is based not just on the teachers judgement but on what the class thought of the performance as well. Criteria for the performance are established before the performance is judged so pupils know what judges are looking for. In Orienteering, Golf, Swimming, Fitness Training and Athletics a subjective comment is noted on strengths and weaknesses but objective data in the form of times, distances, strokes taken or number of exercises completed is also performed. Pupils are actively involved in the process of measuring and recording data in their folders for this. As pupils progress from S1 to S3 more and more emphasis is placed on the pupil being responsible for not only noting results in their folder but analysing the data and commenting on how they could improve.

For the theory work which covers a large amount of the concepts, principles and factors concerned with Physical Education assessment takes the form of class tests usually lasting 1 period at the end of blocks of work (see schedules for when this occurs). This work is also monitored with questions which occur in pupils folders concerning not only theoretical concepts but reflection on practical work as well. These tests apply to S2 and S3. Pupils also note in their folders their own impression or self-assessment of their practical work by using a happy or normal or sad face system relative to their performance in each activity.

Section 4 - WHEN are assessments carried out? For practical work unwritten subjective assessments are made continuously throughout lessons and feedback given verbally or visually instantly to allow progress to be made. Written comments are made at the end of every complete block of activity and when particular targets have been achieved. Class tests are always attempted when the subject material has been completed and these are marked in red on Syllabus Schedules for each year group.

Section 5 WHERE are assessments kept? The majority of assessment results are kept in a marks folder with the written comments next to the pupils name this includes practical and theory assessments. Occasionally video will be transferred to the department computer for a record of performance likewise still photographs are sometimes used but more often for pupils to keep as a record of work in their folders.