First Step Way of Assessing
Katrina Bates, Physical Education Specialist at a local Primary School, recently attended the ACHPER WA Fundamental Movement Skills course, and provides a case study of how the skills gained in the course can be utilised for assessment in the classroom.
Following the FMS course in October 17 I walked away and reflected on all the knowledge I had learnt, which was a lot, and how best I could incorporate this with the students in my school. As it was a reporting term I decided to start with the assessment of students using the Fundamental Movement Skills Book 2: The Tools for Learning, Teaching and Assessment and more specifically I chose to assess the students overhand throwing. I chose overhand throwing as the School Curriculum and Standards Authority Judging Standards, which we assess against, includes the skills of throwing in every primary year level and I had also learnt the skill criteria of overhand throwing at the course.
Learning the specific skills criteria gave me a better understanding of how students should throw overhand and also taught me how to effectively teach it. I found that I had been teaching it wrong by having students ready for the throw with their arm already held upright above their shoulder instead of incorporating ‘Step Two’ where their throwing arm moves in a downward and backward arc. This was another reason I chose to focus on the overhand throw as I wanted to re-teach the students at my school the correct throwing technique. At the course I found there were lots of other teachers that had been teaching overhand throwing in the same way as I had before.
To assess the students I viewed students throwing on the oval for distance and during a game of ‘Knock Em Down Build Em Up’ that I had previously learnt at a Scorchers Cricket Professional Development Day, however, instead of bowling the students were throwing overhand. I used the checklist from Book 2 to assess the students, firstly looking for a global check before targeting more specifically those students that could not demonstrate a global check. This helped me to easily identify students who were struggling and more specifically what area they were struggling in; either in preparation, propulsion, or the follow through.
I now have assessments of the students to use for my reports and moving forward with my teaching I can group the students in a class depending on their area of need, setting up activities that target these areas whilst delivering explicit instructions using the skill criteria and successful teaching strategies outlined in the book.
Physical Education Specialist
High Wycombe Primary School