Assessment for learning In a Sport Culture class

1. Assessment for learningIn a Sport Culture class

2. Sports Students

3. Unit Standards Achievement standards

4. Transition pedagogy 6 principles • Transition - from their previous educational experience to nature of learning in higher education • Diversity - accesssible and inclusive • Design - student-­focussed,  explicit  and  relevant • Engagement - engaging  and  involving  curriculum  pedagogy  and  should  enable  active  and  collaborative   learning • Assessment - assist  students  to  make  a  successful  transition  to  assessment   in  higher  education, • Evaluation and Monitoring Evidence based and regularly evalated

5. Assessment focus • Early low stakes assessment • Feedback to students • Identifying at risk students • First assessment scaffolds to second assessment

7. You have a question • Write a paragraph for each of the terms Sport, Society and Culture (3 paragraphs in total) that outlinesand explains the similarities and differences between your initial understanding of the terms and what you now understand. (6 marks)

10. Compare and Contrast What did you think the term meant on the first day What do you think the term means now? What is similar? What is different?

11. Some words that might help

12. General feedback from the first assessment Those that did well • Outlined/described their initial thinking • Provided something to compare it with. This included either description of what they had learnt, or a definition • Explicitly considered similarities and differences between the initial thinking and what they had learnt • Provided examples or explanation about why their thinking may have been similar or different

13. Not expected but showed deeper understanding • Identification and explanation that the meaning of a term could change dependent on the situation or context • A conclusion

15. Sport has always been a part of my life growing up, so my view and understanding of what sport was had always been the same; a game, form of play or enjoyment, form of physical activity, played at any level of competence, under any form of organisation or rules. But as I learnt, I realised that there is no actual definition of sport. As Coakley suggests ‘there is no ‘pure essence’ or ‘pure nature’ of sport’ and that sport ‘has come to mean different things within different settings’. (2003). Similarly, Coakley notes that many definitions of sport highlighted that sport is ‘institutionalised competitive activities that involve rigorous physical exertion or the use of relatively complex physical skills… motivated by a combination of personal enjoyment and external rewards’ (2003, p.20). In contrast to my understanding, the definition given by Coakley highlights ‘rigorous exertion’ and ‘complex skills’, where as I did not think that all sport is executed in such a way. It is because of these similarities and differences that I came to define sport as I have, and understand that sport is defined differently in different situations.

16. In conclusion, it is obvious from this assignment that different things are often interpreted differently by different people. Whether it is sport, culture or society, everyone offers a different perspective, which often means that it is difficult to define, clearly, just what the term means. But through research and knowledge of a vast collection of views, you can gain a broader, if not clearer, understanding of what these terms mean.

17. Things to improve. • Read the question and follow instructions. • Some of you did not look at what was similar and/or what was different • Some of you did not outline your initial thinking and or did not outline what you were comparing it with. • Talked about what sport did for people rather than outlining what sport was • There was information that did not relate to or connect with the question • Editing/spelling and referencing all need work

19. Assessment 2 – An essay Question. • Is sport a significant part of New Zealand culture? Explain why or why not providing reasons and supporting evidence to support your answer.

20. Next Steps ? • Common Semester • Continue to use early low stakes assessment • Feedback • More explicit connection with those that need support Consider Self and peer assessment using a coding system

21. Jenny Glenn Thames High School