HPE LEARNING ASSESSMENT

Dr Leigh Sperka | l.sperka@uq.edu.au

 OBJECTIVES

• Interrelation between curriculum, pedagogy, and assessment

• Assessment practices
• Purpose of assessment
• ‘Backwards design’
• Background and Process
• Example
 BERNSTEIN’S THREE MESSAGE SYSTEMS

Curriculum
Defines what should be taught and learnt (the content of the message)
and is most often communicated in texts such as curriculum documents
as well as through the ‘hidden’ curriculum

Pedagogy
Specifies a relationship between the deliverer (teacher) and acquirer
(student) of knowledge and brings to the fore the processes or
techniques through which the delivery/acquisition of content occurs

Assessment
Operates to define, communicate and ascribe value and to ascertain the
extent to which educational practices and outcomes are aligned with
expectations
 ASSESSMENT PRACTICES

• What does assessment in HPE look like in Indonesia?

• Assessment in HPE in Australia:
• Physical performance
• Student reflection (e.g. Journals/Blogs)
• Poster or PowerPoint presentation
• In-class test
• Modified research report
 PURPOSE OF ASSESSMENT

• Assessment is the process of gathering and interpreting evidence to make

judgments about student learning. It is the crucial link between learning
outcomes, content and teaching and learning activities.
• Assessment is used by learners and their teachers to decide where the
learners are at in their learning, where they need to go, and how best to get
there.
• The purpose of assessment is to improve learning, inform teaching, help
students achieve the highest standards they can and provide meaningful
reports on students’ achievement.
 BACKWARDS DESIGN: BACKGROUND
AND PROCESS

• Wiggins and McTighe (1998) – ‘backwards design’ process

• The destination is designated before mapping the route to be taken.

Identify desired results

Determine acceptable evidence

Plan Learning Experiences and Instruction

 BACKWARDS DESIGN: EXAMPLE –
CYBER SAFETY UNIT (YEAR 7)

1: Identify Desired Results

• Review curriculum expectations
 BACKWARDS DESIGN: EXAMPLE –
CYBER SAFETY UNIT (YEAR 7)

1: Identify Desired Results

• Examine goals:
By the end of this unit, students will be able to…
• Identify appropriate online protocols to maintain their own and others
wellbeing
• Analyse and evaluate the reliability and validity of online health information for
young people

• Explore help-seeking scenarios in order to:

• Develop strategies for dealing with situations, and
• Practice communication techniques to persuade someone to seek help
 BACKWARDS DESIGN: EXAMPLE –
CYBER SAFETY UNIT (YEAR 7)

2: Determine acceptable evidence

• Create assessment

Assessment Task (Presentation)

In groups of three, students will create a case study about a young persons’ negative experience
online (e.g. Noticing a friend accessing harmful online content or experiencing bullying and
harassment). They will then, using role-play, present to the class this case study and two productive
ways they could deal with the situation. This role-play needs to include:
• What resources are available to them to help them deal with this situation, including the
credibility of these resources
• Two techniques they would use to support their friend and persuade them to seek help.
 BACKWARDS DESIGN: EXAMPLE –
CYBER SAFETY UNIT

3: Plan Learning Experiences and Instruction

Week Learning Experience

1&2 Introduction to CyberSafety Unit
3&4 Online safety protocols
5&6 Evaluating health resources and their credibility
(health literacy)
7&8 Communication strategies
9&10 Assessment Preparation and Presentations
QUESTIONS?