Assessment Within the Movement Education Model [Interactive] – Gopher PE Blog
Episode transcript: [0:02] Hi everyone, today on the PE Express podcast we're going to explore the last of four different sessions related to the movement education model in elementary physical education. Let's go. [0:33] For those of you who haven't already checked it out, be sure to listen to the 1st, 2nd and 3rd podcast […]

Episode transcript:

[0:02] Hi everyone, today on the PE Express podcast we're going to explore the last of four different sessions related to the movement education model in elementary physical education. Let's go.

[0:33] For those of you who haven't already checked it out, be sure to listen to the 1st, 2nd and 3rd podcast in this series to give you a better understanding of the foundation, concepts and elements of the movement education model, as well as what typical lesson from the movement education model might look likeand how it is different from the one that uses a traditional skills theme approach.

[0:55] Today we are going to discuss the importance of assessment in the movement education model and what it might look like. As the movement education model focuses more on students' ability to understand and apply concepts rather than what the performance of a skill particularly looks like, The assessment in this model may look a little different than what you use if you have generally used the traditional skills approach. To keep things consistent to illustrate this point, let's continue to use the example from the last podcast, which focused on the educational content of balancing. So, for a peak of balance assessment in the traditional approach to the topic of skills, you, as the teacher, can ask a student to hold a few specific balance positions while observing how well they are doing. is still able to maintain each balance for a period of five. -second account. This can be recorded using a checklist tool and using a rubric. A student can be awarded a grave based on their performance of their balance skill.

Example of formative evaluation

[1:52] In the context of the movement education model and in particular the example lesson I gave in the last podcast in this series, the balance skill was the vehicle through which students explore specific concepts, which were body parts and body shapes. So, for a formative assessment aligned with the conceptual nature of the movement education model, I could ask my students to create a few particular balances of their choice and identify which body parts are used in each, either by listing them. , or by having them draw them.

Summative evaluation example

[2:23] For a summative assessment in line with the movement education model, I can have students create a balance routine, with each balance using a specific body shape. For example wide, narrow, round or twisted. And then during my observation of the routine, instead of looking to see how still there by holding each balance pose as I would if I had taught this unit using a traditional thematic approach, I would look to see if they can actually apply these bodies. shapes in the context. So, is the stance they're supposed to use for a wide shape actually wide? The same goes for narrow and round and twisted and so on. Their application of these concepts can be recorded using a simple yes or no checklist, which is linked to a rubric, and it can be scored if necessary.

[3:09] Assessment within the movement education model may seem a little intimidating at first, but after some hands-on experience trying it out, it may make more students feel successful, as their application of a particular concept may have many different correct options instead of having to. fits in a very rigid box.

[3:28] Thank you very much for taking the time to listen to this podcast series and if you have any questions regarding the use of the movement education model in your teaching, please do not hesitate to contact me at Twitter. Thanks again and see you next time.


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