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Understanding the Assessment Criteria
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Today, we're going to dive into the assessment criteria for Grade 10 PHE. There are four main criteria you will be assessed on: Knowing and Understanding, Planning for Performance, Applying and Performing, and Reflecting and Improving Performance.
What does Criterion A focus on?
Criterion A focuses on your theoretical knowledge. You'll need to understand concepts like physical fitness, human anatomy, and health topics. Remember, we can use the acronym K.U.P.R. to help remember each criterion: Knowledge, Understanding, Planning, Reflecting.
How do we apply what we learn in Criterion A?
Great question! You’ll demonstrate your understanding through examples and applications in practical situations, which brings us to Criterion B.
What's involved in Planning for Performance?
In Criterion B, you design fitness plans, set goals, and evaluate your progress. It's about being strategic and using data effectively.
So, we have to show what we've learned in real situations?
Exactly! Criterion C is about applying what you've learned and demonstrating those practical skills effectively.
And what about reflecting on our performance?
That's the last part, Criterion D. Here, you will need to reflect on your strengths, progress, and ways to improve. It’s essential for personal growth.
In summary, the assessment criteria encourage you to think critically about your health and performance. Knowing this helps you take charge of your learning!
Real-Life Assessments in PHE
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Now let’s talk about the types of assessments you'll engage in during Grade 10 PHE.
What types of tasks will we do?
You will have a mix of formative and summative assessments, like fitness logs, personal health journals, skill demonstrations, and health presentations.
How do fitness logs help us?
Fitness logs promote self-reflection and allow you to track your physical activities and progress over time.
Can we assess each other too?
Absolutely! Peer and self-assessments are encouraged. They help you gain different perspectives and insights.
How will we get feedback?
You will receive regular, meaningful feedback from teachers during activities. Ongoing feedback is crucial for improving your performance.
So remember, the assessments are not just about getting a score but about your continuous improvement. Always strive to be active participants in your learning!
Student Role in Assessment
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Let’s discuss your role in the assessment process—why is it important for you to engage actively?
I think it helps us take more responsibility for our learning.
Exactly! Engaging in goal setting, self-assessment, and using rubrics can help you track your progress and identify your strengths.
How can self-assessment help?
Self-assessment promotes metacognition, which means thinking about your own thinking and learning processes.
What happens if we struggle with something?
That's why feedback is so important! Don't hesitate to ask for clarification or help. Reflecting on your challenges helps you learn and adapt.
So being proactive in assessments can lead to better grades?
Exactly, and it prepares you for future challenges in the IB Diploma Programme and in life. Continuous assessment helps you become lifelong learners!
Introduction & Overview
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Quick Overview
Standard
The assessment in Grade 10 PHE is structured around four key criteria: Knowing and Understanding, Planning for Performance, Applying and Performing, and Reflecting and Improving Performance. These criteria are designed to foster student engagement, skill development, and self-reflection in their physical education journey.
Detailed
Assessment Criteria in Grade 10 PHE
In the International Baccalaureate (IB) Middle Years Programme (MYP), assessment plays a crucial role in promoting student learning in Physical and Health Education (PHE). For Grade 10, assessment involves evaluating students on four main criteria, each focusing on different aspects of their development in the subject.
Key Assessment Criteria:
- Criterion A: Knowing and Understanding
- This criterion assesses theoretical knowledge in areas such as physical fitness principles, human anatomy, health topics, and sports strategies. Students must demonstrate their understanding through examples and explanations.
- Criterion B: Planning for Performance
- Here, students design and justify fitness plans based on data and set realistic performance goals. This criterion encourages students to apply their theoretical knowledge practically.
- Criterion C: Applying and Performing
- Focused on practical skills, this criterion assesses students in real-life scenarios, looking at their ability to perform sports and activities competently, demonstrating effective techniques and sportsmanship.
- Criterion D: Reflecting and Improving Performance
- This involves self-evaluation and using feedback for personal growth. Students reflect on their performance, identify strengths and weaknesses, and set improvement goals.
Assessment methods include formative and summative tasks, such as fitness logs, skill demonstrations, and presentations, all aimed at encouraging student engagement and personal responsibility for their health and fitness journey.
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Overview of Assessment Criteria
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MYP PHE assessment is based on four equally weighted criteria, each scored out of 8. Each criterion addresses a key component of student development in PHE:
Detailed Explanation
In Grade 10 Physical and Health Education (PHE), student assessment revolves around four main criteria. Each of these criteria is just as important as the others and contributes equally to the overall assessment. Each criterion can earn a maximum score of 8 points, allowing for a total possible score of 32 points. This system ensures that students are evaluated in multiple dimensions of their learning and development, rather than being reliant on a single test or project.
Examples & Analogies
Think of these criteria like the various categories in a cooking competition. Just like judges evaluate dishes based on taste, presentation, originality, and technique, students in PHE are assessed across different areas that reflect their overall knowledge and skills.
Criterion A: Knowing and Understanding
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Focuses on theoretical knowledge related to:
- Principles of physical fitness
- Human anatomy and physiology
- Health and wellness topics
- Rules, tactics, and strategies of games and sports
Students are assessed on their ability to:
- Use physical and health education terminology
- Demonstrate understanding through explanations and examples
- Apply theoretical knowledge to practical situations
Detailed Explanation
Criterion A measures a student's understanding of important concepts in PHE. This includes knowledge about how the body works, concepts of fitness, and the strategies required to excel in games. Students will be expected to use the correct terms related to physical and health education, explain these topics clearly, and show how they can apply this theoretical knowledge to real-world scenarios, such as when incorporating fitness principles into their workouts.
Examples & Analogies
Imagine you have a friend who wants to start exercising. If you understand the principles of physical fitness, you can explain why warm-ups are important or how certain exercises benefit different muscles in the body. This knowledge is similar to being a good tour guide who knows all the historical facts and can clearly explain them to tourists.
Criterion B: Planning for Performance
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This criterion emphasizes goal setting, strategy, and training design. Students are expected to:
- Design, explain, and justify fitness plans or training programs
- Use data (like fitness test results) to set realistic goals
- Identify ways to improve physical performance
- Evaluate and revise plans based on progress
Detailed Explanation
Criterion B is all about helping students develop a structured plan to improve their physical performance. Students will learn to create fitness plans that include specific goals. They are encouraged to use data from their current fitness levels, such as results from fitness tests, to set achievable goals. Moreover, students need to review their progress and adapt their training plans accordingly, showing flexibility and critical thinking in their approach.
Examples & Analogies
Think of this like training for a marathon. A runner needs to set a training schedule, monitor their long runs, adjust their pace, and modify their techniques as they gain more experience. If they find they are struggling with stamina, they may need to revise their training strategy—just like students do with their performance plans.
Criterion C: Applying and Performing
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Assesses practical skills and the application of knowledge in real-life or simulated scenarios. Students demonstrate:
- Competence and technique in specific physical activities
- Coordination, control, and effectiveness
- Understanding of rules and team dynamics
- Participation, effort, and sportsmanship
Detailed Explanation
Criterion C focuses on the practical application of skills learned in PHE. Here, students not only need to participate in various physical activities but also show their level of skill and technique. This means being able to coordinate movements effectively and understand how to work well in teams. Participation and sportsmanship are also highlighted, reflecting the importance of positive engagement and respect in sports.
Examples & Analogies
Consider this like being part of a school soccer team. It's not just about how well you can kick the ball (skill) but also how well you can communicate with teammates, understand the game rules, and support each other during a match—all essential for effective teamwork.
Criterion D: Reflecting and Improving Performance
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Focuses on self-evaluation, feedback analysis, and performance improvement over time. Students reflect on:
- Personal strengths and weaknesses
- Challenges faced and overcome
- Feedback from peers and teachers
- How their skills and fitness have developed over time
Detailed Explanation
Criterion D encourages students to think critically about their learning experiences and performance in PHE. They need to identify what they do well and where they can improve. Student reflection includes considering challenges they faced and how they overcame them. Evaluating feedback from others, as well as tracking their growth over time, helps students become more self-aware and proactive in their development.
Examples & Analogies
Think of this akin to a music student constantly reviewing their performances. They might record themselves, listen back, and note what skills need improvement. Just like this musician, students in PHE must reflect on their experiences in physical activities and think critically about how to better themselves.
Definitions & Key Concepts
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Key Concepts
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Knowing and Understanding: Theoretical knowledge about health and fitness principles.
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Planning for Performance: Development of fitness plans and realistic goal-setting.
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Applying and Performing: Execution of learned skills in practice.
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Reflecting and Improving Performance: Self-evaluation and personal growth through feedback.
Examples & Real-Life Applications
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Examples
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A student demonstrates understanding of human anatomy by explaining how muscles function during physical activities in a group discussion.
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During a gym class, a student applies what they learned about fitness principles by creating a personal workout plan based on their fitness level.
Memory Aids
Use mnemonics, acronyms, or visual cues to help remember key information more easily.
🎵 Rhymes Time
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To know is to grow, to plan is the span, to apply is to fly, and reflect to perfect!
📖 Fascinating Stories
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Imagine a student preparing for a big race. They read about fitness (Criterion A), plan their training (Criterion B), practice their runs (Criterion C), and after the race, they think about how they did and what to improve (Criterion D).
🧠 Other Memory Gems
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K.U.P.R. = Knowledge, Understanding, Planning, Reflecting to remember the criteria.
🎯 Super Acronyms
The acronym 'PARS' can help you remember
- Planning
- Applying
- Reflecting
- Studying.
Flash Cards
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Glossary of Terms
Review the Definitions for terms.
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Term: Criterion
Definition:
A standard or principle by which something is judged or decided.
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Term: Formative Assessment
Definition:
Assessment that takes place during the learning process, designed to monitor student learning and provide ongoing feedback.
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Term: Summative Assessment
Definition:
Assessment that evaluates student learning at the end of an instructional unit by comparing it against some standard or benchmark.
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Term: Selfassessment
Definition:
The process of reflecting on and evaluating one's own performance or progress.
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Term: Peer assessment
Definition:
Evaluation of a student’s work by other students, which can provide insights and perspectives for improvement.