PE: Formative Assessment

Build Rugby's core values into a formative assessment method (report) when assessing the behaviour of students within a competitive environment. Map each value within a teaching episode, topic or scheme of work.

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PE: Formative Assessment

Delivery idea

Build Rugby's core values into a formative assessment method (report) when assessing the behaviour of students within a competitive environment. Map each value within a teaching episode, topic or scheme of work. Facilitate opportunities for students to demonstrate the values within a team task or challenge. Use Rugby examples to help students to reflect on these values as they work. Use the mnemonic TREDS (teamwork, respect, enjoyment, discipline, sportsmanship) to encourage students to recognise the values in action, both within PE and in their wider lives.

How to do it

Use the Teaching Games for Understanding (TGfU) approach to enable students to explore and discover solutions for themselves. Teachers need to resist the temptation to give students the answers, whilst keeping the students focused on the core values. Use the Sport Education model to enable students to volunteer for a variety of roles. Help students to evaluate their success when adopting a variety of roles. Use WWW (what went well) and EBI (even better if...) as lead questions when reflecting on the importance of the core values within each role.

Students need to be actively involved in the process. They should take on various roles within a team scenario, such as leader, coach, official, organiser and evaluator, taking turns across a period of time. When evaluating their performance - as a group and individually - the students should include TREDS in their success criteria.

When/ where to use it

The process could be used at any point in the build up to Rugby World Cup 2015. The demands and interests of different groups of students could trigger its introduction.

Top tips

  • As well as its use in PE, TREDS could be embedded in school sport structures, preparing students for positive club participation, competition and leadership.
  • It could also be disseminated across clusters by the School Games organisers.

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