USE OF ENGLISH ASSESSMENT

To assess the use of English of our students during the lessons we are going to use the following chart, in which we will evaluate from 1 to 3 (1. Achieved; 2. In process. 3. Not achieved).

STUDENTS EXAM - UNIT 3

PEER-ASSESSMENT

To involve students in their own learning process, we are going to develop peer-assessment. During one of the lessons students are going to work in pairs to assess their mates.

For this activity, each student has a peer-assessment sheet, in which he must write the name of the student he is assessing. On this sheet, there are different parts of the body, wich should tell his partner to point them out in his own body. If it is correct he will mark the "yes" column, and if not, the "no" colum. Next to this, there are two pictures with the solutions, so the student can check it if he has some doubts about it.

ATTITUDINAL BEHAVIOURS ASSESSMENT

To guide the observation of the teacher in relation to the attitudinal behaviors of the students, the following  verification sheet has been made.

Each item will be evaluated with a grade from 1 to 5. An Excel sheet will be used to facilitate the acquisition of the final mark taken into account that each item represents a 20% of the final mark related to affective- social aspects.

INTRODUCTION

The third unit of the academic year is "How does our body work?", it has been implemented for the third grade of Primary Education in the area of Physical Education. 

Students will remember the different parts of the body, learning the names of some important bones and muscles. They will work on elements of the body scheme: muscle tone, breathing, relaxation, as well as getting familiar with cardiorespiratory functioning and its relationship with physical exercise. Healthy habits for body care will be promoted, as good Greek athletes, through proper body hygiene, posture and a balanced diet. 

ASSESSMENT IN PHYSICAL EDUCATION. JUSTIFICATION

The assessment should be understood as a process of dialogue, understanding and improvement, trying to obtain information about how the teaching and learning process is being developed, to improve it.

Students assessment will include motor, affective-social and cognitive aspects. It will be carried out at different moments: initial evaluation (beginning of the unit, to know the starting level), formative evaluation (during the whole unit) and summative evaluation (at the end of the unit).

 The assessment of this subject will be in English, following the guidelines of the legislation for bilingual subjects. When assessing Physical Education we should give more importance to the motor aspects, as Decree 89/2014 says, but also taking into account conceptual knowledges.

Regarding to knowledge we should take into account the specific knowledge of the area (In this unit related with the parts of the body, a healthy lifestyle and the Cardio Respiratory System) and also the use of English by our students (comprehension, speaking, writing…). From my point of view, the knowledge of the language should not prevail over the knowledge of the subject.

It is important to remember that formative assessment happens every day, not just in a single ritual and can range from a smile or a raised eyebrow to detailed feedback about how and what a child is learning. This detailed feedback is towards the performance and not the child and use language that describes rather than evaluates.

Assessment for learning is a powerful way of raising pupils’ achievement. It is based on the principle that pupils will improve more if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge). The key is for students to understand exactly what they are learning and for teachers to use questioning and assessment techniques that help the learners move forward.

The assessment criteria for this unit are:

1.    To be able to locate body parts, limbs and joints in their bodies and in their classmate´s bodies.he main body parts involved in different movements

2.    To be able to recognise changes in Cardio Respiratory systems during the practice. 

3.   To be able to respect partners and collaborate with them.

4. To value the importance of living a healthy lifestyle. 

5. To be able to understand and recognise the principles of a healthy diet.

The criteria used to judge students’ work must be clear and must be directly linked to outcomes and indicators. In addition, these criteria must be shared with students, through the success criteria, so there is no mystery about what the teacher is really after.
Having these criteria clear, students can assess their own learning (self-assessment). However, this ability to assess accurately does not develop automatically; as such we need to work with it to develop the desired skills.

To develop the assessment we will use different tools:
- Observation: we use it to assess motor skills, affective and social aspects and the use of English. Trying to  be as much objective as possible, it´s important to determinate the aspects we are going to focus on (respect each other, active participation, fair play...)

- Written activities are used to assess knowledge (Of the subject and the language). To assess if students know the principles of a healthy diet, they have to complete an activity of the food pyramid and a written exam about the parts of the body and the changes in the Cardio Respiratory system.

- Peer-assessment: in pairs, each student will assess his mate´s knowledge about the parts of the body (joints and muscles) and their location.
 
 - Self assessment: students will reflect on their own learning using a cheklist sheet. 

Taking into account all of them, the differents percentages that are included on the final mark are shown in the next chart:

SELF ASSESSMENT

Self assessment is essential in order to encourage students to be independent learners and to increase their motivation. At the end of the unit students complete a self-assessment sheet which makes them aware of their learning and informs the teacher about their thoughts on their progress.