In part one of the Assessment in Invasion Games series we looked at how the assessment of student learning in invasion games is often inauthentic and can be largely based upon assumptions. Part Two of the series explored the planning of activities and which assessment tools will be used to ensure you have authentic assessment of student performance and understanding. Part Three introduced the GPAI and TSAP as well as the Passing & Catching Peer Assessment that I developed for my students.
This week I want to share with you how I used technology to support the students understanding of decision making in invasion games through the use of quick assessments which the students completed on iPads in between games.
In the earlier posts of this series I talked about how I wanted to assess not only student performance but also their decision making knowledge. Through the use of the assessments I will share below I was able to gain additional data which proved useful in gaining a fuller picture of my students understanding of what they should do when playing an invasion game.
We Have The Technology
While Dr Mandigo’s video above in it’s entirety is an amazing resource, my brain was ticking about how I could go about using it as an assessment tool with my students. Around the same time that I had discovered this video, I was lucky enough to spend a few days hanging with my good friend and #PhysEd Podcast partner,Joey Feith, at the ECIS PE conference in Munich, Germany. While we were there Joey showed my some amazing things he was doing embedding GIFs into Google Forms. The guy is a legitimate genius!
I had the idea of breaking the video above down into smaller potions and creating GIFs of each scenario. By doing so I could embed them in a Google Form like Joey had shown me. While I would love to go into the specifics right now, that is probably another very long blog post, so just know that I used the MakeGIF Chrome extension. Long story short, by doing this I was able to create six separate Google Forms which would allow my to assess student knowledge and understanding of:
- Maintaining Possession
- Getting the Ball Back
- Creating Space in Attack
- Using Space in Attack
- Defending Space
Creating Time for Assessment
In the next part of the Assessment in Invasion Games series I will share with you the data I collected from both the Passing and Catching peer assessments and the GIF assessments and how this helped me to gain a better picture whether my students had progressed in their understanding of both what they should do with and without the ball and if they could execute the skills necessary to be successful.
Click here to read part five of the Assessment in Invasion Games blog series.
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Nathan Horne is a Physical Educator based in Singapore and founder of iPhys-Ed.com. Be sure to never miss out on any of iPhys-Ed.com’s future posts by connecting with us via Twitter, Facebook or subscribing to our RSS Feed.
Nathan can be contacted on Twitter @PENathan or via email at firstname.lastname@example.org