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January 2010

Contents

• General Glossary
• Common Issues at Level 1 NCEA
• Modifying or creating own assessment activities

General Glossary

The following table provides definitions of common descriptors and terminology used in the Physical Education Achievement Standards. It could be useful to include these in assessment tasks, or when unpacking the expectations of the standard with students.

Word/term	Definition
Describe	Illustrate, expand on identify by providing some information. This may be an example, depiction, definition or an account.
Explain	To clarify the description with more detail made clear with reasons of how, what, why.
Explain in detail	Includes more in-depth explanations displaying a breadth of knowledge, and/or how factors interrelate.
Evaluate	To make judgements and justify with reasons. Determine the value/quality/quantity of information. Consider pros and cons. Compare/contrast and explain how factors interact. To reflect (when planning).
Review	To examine retrospectively, using examples to support statements made.
Analyse	Examine in-depth. Look for patterns. Separate or organise into parts.
Critical Discussion	Challenge assumptions by identifying bias. Look at who is advantaged/disadvantaged. Look at contrasting ideas/theories. Generalise possibilities and relationships. Look at pros/cons. Ask questions and gather evidence to support questions. Provide information/detail.
Critical Analysis	Compare and contrast different facets, ideologies from a range of sources. Gather data that supports and contradicts, Examine individual parts, or study as a whole topic. A statement giving details of all elements and how they relate to each other. Drawing conclusions from the data.
Critical Examination	A critical examination of an issue/factor/trend should consider a range of views/factors/aspects, challenge assumptions and look at who is advantaged or disadvantaged. Discuss the pros/cons, identify bias and discuss how this bias may affect the issue. Compare and contrast cause and effect and should begin to have some synthesis.
Critical Evaluation	Means showing synthesis, evaluating against something, make a valid judgement based on personal experience, readings and gathered information. What worked, why, why not? What assumptions were challenged and how did you do that? Was there anything else you could have done? Personal ideas backed up with reasoning. Solutions you think will change things based on critical and creative thinking.

Common issues at Level 1 NCEA

The agreement rates for teacher and moderator judgements in Physical Education are around 80%. This data is reflective of good assessment practices, subject knowledge, understanding of the expectations of the standard and of the depth of knowledge required to match Level 6 of the New Zealand Curriculum by Physical Education teachers. In aiming to improve this agreement rate further this series of newsletters has focused on 'common issues' we see when moderating student evidence and assessment tasks.

The following information is provided to highlight common issues at level 1 NCEA. Refer to the Clarifications Document for further clarity about the requirements of the Achievement Standards including the distinctions between Achievement, Merit and Excellence.

Note that the September newsletter focused on common issues at level 3 NCEA.

AS90067 - Participate in physical activities and describe how this influences well-being

Achievement	Achievement with Merit	Achievement with Excellenc
Participate actively in a variety of physical activities.	Participate actively in a variety of physical activities.	Participate actively in a variety of physical activities and consistently display a high level of effort.
Describe how this participation influences well-being.	Explain how this participation influences well-being.	Evaluate how this participation influences well-being.

The common issue with this standard is lack of evidence of student participation levels to confirm judgement of the first criterion i.e. only a theory component submitted. There is a differentiation between Achievement/Merit and Excellence which should be verified by teacher-collected evidence. For achievement with Excellence, in order to support judgements of 'consistency', this evidence should be collected over time. Methods of collection could be: verifying student log books and/or self assessments, record sheets, roll books and so on.

For further advice on collecting practical evidence refer to Collecting Evidence of Students' Practical Performance.

For the second criterion, well-being must be explored through the concept of hauora as described by the whare tapa wha model (Durie, 1994).

When describing the influence on well-being, statements are at times vague and do not specifically relate to the physical activity. For example: phrases are taken from the inter-relationship of the dimensions diagram such as appreciation of the environment, feeling fresh and healthy, but the description relating to the physical activity does not clearly illustrate how this has occurred in relation to the student's own experience.

When explaining how participation influences well-being, students need to clarify the description by explaining how and why this occurred. Specific examples from participation should be used as evidence to support the statements made.

Students are not achieving at the higher level due to a lack of evidence of the relationships between the dimensions of hauora. EN8 states that an evaluation "should also demonstrate an understanding of the relationships between the dimensions of well-being." Examples, drawn from their participation in activities, should be used to justify the links.

AS90068 - Demonstrate knowledge of body structure and function related to performance of physical activity

Achievement	Achievement with Merit	Achievement with Excellence
Describe how body structure and function are related to the performance of physical activity.	Explain how/why body structure and function are related to the performance of physical activity.	Explain in detail how/why body structure and function are related to the performance of physical activity.

The task developed for this Achievement Standard can at times hinder students from meeting the national standard. The provision of short answer questions in a test format rather than the opportunity to explain in detail limits students' ability to achieve with Excellence. It would be beneficial to provide contexts that allow students to apply detail to. For example, some tasks provide limited opportunity to explain and apply valid biomechanical principles. To achieve with Excellence it is not necessary to show an understanding of how the factors interact to improve performance, however this evidence could provide the basis of 'explain in detail'.

Tasks requiring students to label stationary images of bones and muscles are out of the context of the standard. It is acknowledged that this would contribute to the teaching and learning programme at Level 6 of the curriculum but the Achievement Standard requires descriptions/explanations in relation to performance of physical activity.

AS90524 - Demonstrate quality movement in the performance of a physical activity

Achievement	Achievement with Merit	Achievement with Excellence
Demonstrate quality movement in the performance of a physical activity.	Consistently demonstrate quality movement in the performance of a physical activity.	Consistently demonstrate high quality movement in the performance of a physical activity.

To achieve with Excellence, high quality movement is performance that demonstrates a very high skill level within the chosen activity and should challenge the best of performers nationally. This should be considered when developing judgement statements for performance at the three levels of achievement.

The issue with this Achievement Standard is the lack of evidence submitted to verify student performance. A tick on a marking cover sheet is not sufficient. Evidence of performance could be in the form of teacher recording sheets, marked checklists, marked rubrics and so on. For further advice on collecting practical evidence refer to Collecting Evidence of Students' Practical Performance

AS90525 - Examine the quality of movement in performance of a physical activity

Achievement	Achievement with Merit	Achievement with Excellence
Identify factors that influenced the quality of movement in performance of a physical activity.	Identify factors that influenced the quality of movement in performance of a physical activity.	Identify factors that influenced the quality of movement in performance of a physical activity.
Describe how these factors affected the quality of movement in performance of a physical activity after a programme of practice.	Explain how these factors affected the quality of movement in performance of a physical activity after a programme of practice.	Evaluate how these factors affected the quality of movement in performance of a physical activity after a programme of practice.

This Achievement Standard has two criteria. The first criterion requires students to identify factors that influenced the quality of movement in performance of a physical activity. At times the factors identified as affecting performance in the pre-test are not carried through into the programme of practice or post-test discussion. It is expected that the programme will focus on those factors most appropriate to improving the student's individual performance in that activity and should therefore correlate to those identified.

When describing how factors affected quality of movement in performance, student responses tend to focus on describing the 'factor'. There must be a clear description on how the 'quality of movement' was affected to meet the intent of the Achievement Standard. Statements made by students are at times vague and lack this emphasis.

To achieve with Merit it is expected that, as noted above, the explanation clearly states how and why quality of movement has been affected in relation to the identified factors. Specific examples taken from participation should be used to support the statements made.

Student work at times lacks evidence in making comparisons between pre and post programme performances. This evaluation (for achievement with Excellence) should make a judgement on changes in performance, considering positive and negative influences of the factors identified, and any other factors that may have then become influential during the duration of the programme of practice or during the final performance. Specific examples should be used to justify these judgements.

AS90069 - Explore how the body is portrayed in physical activity

Achievement	Achievement with Merit	Achievement with Excellence
Describe how the body is portrayed in physical activity and how these portrayals are valued by self, others and society.	Explain how the body is portrayed in physical activity and how these portrayals are valued by self, others and society.	Explain in detail how the body is portrayed in physical activity and how these portrayals are valued by self, others and society.

The main issue with this Achievement Standard is when students focus on a theme, such as violence, rather than how the body has been portrayed in the physical activities or images. Sometimes the theme chosen can result in valid student work being produced against the standard, but for many themes the student loses focus of the Achievement Standard's intent. Discussion should focus, for example, on position of the body, facial expressions, body language, body types and suggestive body poses. It is then, considering these accounts, that descriptions be provided on how these portrayals could be valued by self, others and society.

To explain how these portrayals are valued (for Merit), students must demonstrate an understanding of how direct or indirect messages could be conveyed by these images in relation to such things as age, ability levels, cultural identity and ethnicity, size, body image, sexuality and gender equality. Specific examples should be used to illustrate points made in the explanations.

Student work at times tends to comprise generalised statements and assumptions rather than what is being specifically portrayed and the values these could then influence.

To explain in detail (for Excellence) students should demonstrate a greater depth or breadth of knowledge when exploring these messages and the thoughts or values which may be manipulated by them. Critical thinking skills will be highly evident.

AS90071 - Demonstrate interpersonal skills and describe their effects on the functioning of a group or team

Achievement	Achievement with Merit	Achievement with Excellence
Demonstrate interpersonal skills in a group or team situation.	Demonstrate effective interpersonal skills in a group or team situation.	Consistently demonstrate effective interpersonal skills in a group or team situation.
Describe the effects the use of interpersonal skills had on the functioning of the group or team.	Explain the effects the use of interpersonal skills had on the functioning of the group or team.	Evaluate the effects the use of interpersonal skills had on the functioning of the group or team.

The common issue with this Achievement Standard is lack of evidence of demonstration of interpersonal skills to confirm judgement for the first criterion. There is a differentiation between Achievement, achievement with Merit and achievement with Excellence which should be verified by teacher-collected evidence. To support judgements of 'consistency and effectiveness' this evidence should be collected over time. Methods of collection could be verifying student log books and/or self assessments, peer assessments, record sheets and so on. For further advice on collecting practical evidence refer to Collecting Evidence of Students' Practical Performance.

Student evidence often provides excellent examples of describing and explaining how the interpersonal skill was applied, and is often supported with specific examples from practical participation to illustrate this. However, the evidence does not provide sufficient focus in relation to the effect on the 'functioning of the team'. This is often described in one sentence at the end, however to achieve with Merit, an explanation would clarify the description of the effect on the team, with further detail on how and why this occurred, using specific examples to illustrate this.

Likewise, an evaluation (for Excellence) would make judgements on the usefulness of the interpersonal skill in relation to helping the team function, considering positive and negative influences; again supported with specific examples from participation. The interpersonal skills could be compared and contrasted when evaluating effects. Suggestions on how and why the interpersonal skills could be used or adapted so they would be more effective in helping the team function better and modifications or suggestions of what inter-personal skills may have been more beneficial to apply with justification, could also contribute to this evaluation.

It is the intent of the Achievement Standard that the student demonstrates interpersonal skills in a group or team situation, and then describes the effects. General answers are sometimes provided that are not specific to what the individual applied and what the resultant effect of this was.

Modifying or creating own assessment activities

Many schools may be considering modifying assessment activities for their 2010 programme to better suit the needs of their students. The moderators have seen some really original and innovative tasks coming through this year, and encourage the sector to continue doing so. If you are creating new assessment activities, here are some things to remember:

• Is the standard and version correctly identified on the activity?
• Have the conditions and context been clearly outlined to students?
• Has an assessment schedule been produced which provides both judgement statements and examples of expected student evidence for all parts of the activity?
• Does the activity allow students to meet the intent of the standard for all levels of achievement?

In relation to the last bullet point, there are many documents you can use to ensure you have made this possible.

It may be helpful to use the exact wording of the criteria descriptors in the activity and then unpack or further explain what this requires, e.g. describe, explain. (refer to the explanatory notes for the exact definitions) . For example: "Explain in detail must include students showing an understanding of the relationship between?"

Refer to the Clarifications Document and National Moderator Report as there may be points in here that are useful to consider when developing the activity.

Finally, does the activity address the specific content intended by the standard? It is not intended that everything in our teaching and learning programme be assessed. Assessment should therefore be a snippet of gauging students' understanding and application of knowledge.

Note: Performance Standards for Level 2 and 3 have been updated for 2010, please check carefully as there are a number of modifications and additional standards.

Thank you for your support over the year in attending Best Practice Workshops. We hope that you found them useful and we will be continuing to deliver them in 2010.