A differentiated assessment rubric for the overarm throw
Creators: name: O'Connor, Justen
Publisher: name: Monash University
Year: 2019
Subjects: subject: Education
subject: 130106 Secondary Education
subject: FOS: Educational sciences
subject: FOS: Educational sciences
subject: 130105 Primary Education (excl. Maori)

description: My experience of assessing motor skills like the overarm throw is that they are quite 'hit' or 'miss' and they are unable to provide info to the learner on 'where am I now?' 'Where am I heading to next? (that isn't too far away)' and 'What do I need to do to get there?'. So I created this alternative way of assessing the overarm throw that is more learner centred. The assessment is broken into three bands. The band of assessment corresponds to the learners experience and prior opportunities to practice. Those who have had little opportunity to practice the throw, those who have had some and those who have had lots. The teacher supports the learner to self-assess at the most appropriate level and adjusts as needed, so it 'tunes' into their ZPD. The narrative draws more on an ecological dynamics focus where learners go from constraining, releasing to exploiting degrees of freedom. Components, more aligned with developmental approaches, give ideas for 'what to do'. Features of the assessment include: Covers a spectrum of learners from novice to experienced.A focus on what the learner CAN do, not what they can't (no deficit language).<br> A personalised narrative style that lends itself to 'self assessment' and not external comparison. Information about what the learner can do. Practical feedback that informs learning across all levels of learner. Extension tasks and a negotiated or open final category co-developed with the teacher. Ecologically valid, aligns with principles of self-organisation. Has a growth focus (where am I now, where to next) rather than a summative account. It is more practical than it is highly valid but validity is only as useful as practicality. Assess at the start of a unit of work (where they will get plenty of practice), in the middle and at the end. Connects to feedback and ways to apply to practice.Some of you might be concerned with validity and reliability as well as consistency across the class. You should have this conversation with the students and make it part of the assessment process. Essentially the assessment is for the learner to evaluate their learning/progress. You can supplement the self-assessed qualitative element by having the students provide some objective data. A standardised set of distances and targets can be used to add an element of validity and reliability. They score the target hits and note the object velocity. A possible set-up is provided on the back of the card. Adjust according to the 'edges' of your class. Ask students to experiment and challenge themselves to find their 'best target and distance'. Most accurate with the most force.It is important not to make this the major focus and get carried away with outcome scoring. I would not put these side-by-side to minimise comparison. Scatter targets with different distances around the place.<br>Also important to make this student-led not a competition. To assess the force of the throw, students can subjectively record the noise the object makes when it hits the target or more objectively use a sound-meter app (newtons conservation of momentum - energy dissipating as sound), or use a speed gun or speed gun app. <br><b>Important: </b>Consider the following:Stepping up each level is not going to be linear nor will each level be spaced equally requiring an equivalent amount of practice.Make sure they will have opportunities to practiceChange the language to suit the learners - they need to understand what it is saying.<br>This assessment tool was informed by the following elements considered important for successful assessment: Align with curriculum and pedagogy, (what will they know / be able to do / understand). Articulate where the learner is at currently (diagnostic). Address a timely/achievable goal or learning intention that articulates where they want to get to (optimal challenge goals that can be negotiated). Support the learner with frequent feedback to let them know if they are on track (formative). Help students to reliably monitor their own learning. Acknowledge learners are the ultimate users of assessment information and they need to own it. Articulate a success criteria for achieving their goal. Reward hard work &amp; praise productive student effort and strategies. Evaluate the learning goals rather than performance goals (scores aren’t that useful). Be authentic, worthwhile and meaningful (applies to life, is educative in itself). Have multiple opportunities to respond via a variety of assessment modes. Uncover if the learners have the prerequisites for further learning. Be used to adjust teaching. Be efficient and feasible. Include the edges of the class (not too hard, not too easy or try different versions). <br><br>