Physical Education

Assessment and Reporting

  • Webinar Materials to Support Assessment and Reporting in Physical Education arrow_drop_down

    The webinar, entitled Supporting Student Goalsetting for, and Reflection on, Physical Activity during this Challenging Time was hosted in January 2021, in response to the second period of school closures from that month as part of the national response to the Covid-19 pandemic. It contained an 8-minute update regarding reporting on Physical Education on the Junior Cycle Profile of Achievement (JCPA) and this is available to view below.

    File type: YouTube
    Click image to play

    This webinar, entitled Effective Reporting on Physical Education within Wellbeing was hosted in March 2020. A recording of the webinar, the CPD Booklet and the Padlet are available below.

  • Assessment and Reporting at Junior Cycle arrow_drop_down

    The Framework for Junior Cycle (p.34-5) hold some key messages around assessment;
    The most significant change in the new Junior Cycle is in the area of assessment.
     - All assessment [….], should have as its primary purpose, the support of student learning.
     - Formative assessment, complemented by summative assessment, will be a key feature of the new Junior Cycle.
     - There will be a range of assessment approaches to complement learning:
           - Ongoing assessments, including routine teacher-designed tasks and tests
           - One or two Classroom-Based Assessment tasks in short courses

    Equally, p.41,42,45 of the Framework for Junior Cycle hold key details regarding reporting; The approach to reporting will benefit students by charting the progress they are making and actively involve them and their parents/guardians in reflection on and discussion of learning progress.
     - It will value teacher judgement and link back clearly to learning, teaching and formative feedback in classrooms.
     - [Learning in…] short courses will be assessed by the students’ teachers and reported on to students and parents/guardians during junior cycle and in the JCPA

  • Formative Assessment arrow_drop_down

    Formative assessment is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there (Assessment Reform Group, 2002).

    The NCCA have developed a Focus on Learning Toolkit. These can support a whole-school approach to professional development and capacity building in developing effective, ongoing assessment practice which supports students' learning. The workshops and materials are designed to be used in a flexible manner around five topics:

     - Learning intentions and success criteria
     - Effective questioning
     - Formative feedback
     - Students reflecting on their learning
     - Planning using Learning Outcomes

  • Classroom-Based Assessment (CBA) arrow_drop_down

    Classroom Based Assessments (CBAs) provide students with opportunities to demonstrate their learning and skills in ways not possible in a pen and paper examination.

    The Assessment Guidelines for Physical Education outline the arrangements for CBA within Physical Education, including six potential assessments
    Strand 1 – Physical  activity for health and wellbeing - Personal Physical Activity Programme (p.9-10)
    Strand 2 – Games - Performance Assessment in Games (p.11-13)
    Strand 3 – Individual and team challenges - Team Orienteering Event (p.14-15)
    Strand 3 – Individual and team challenges - Performance Assessment in Aquatics (p.16-18)
    Strand 3 – Individual and team challenges - Performance Assessment in Athletics (p.18-20)
    Strand 4 – Dance  and gymnastics - Performance Assessment in Dance/Gymnastics (p.21-23)

    For the purpose of the Classroom-Based Assessment students should complete a minimum of two assessments, ideally one assessment in each year of the short course. When students complete an assessment at the end of a strand, they should receive a descriptor for the assessment at that time. The Classroom-Based Assessment which is reported in the student’s Junior Cycle Profile of Achievement is the assessment which merited the highest descriptor.

  • Subject Learning and Assessment Review (SLAR) arrow_drop_down

    Subject Learning and Assessment Review (SLAR) meetings enable teachers to collaboratively reach consistency in their judgments of student work against common, externally set Features of Quality.

    The NCCA developed Guide to the Subject Learning and Assessment Review (SLAR) process highlights the following areas:
     - Overview
     - Facilitator’s Guide
     - Actions before the meeting
     - Actions during the meeting
     - Actions after the meeting