Jade

Clarissa Reid 22466231

EDU10692
GYMMNASTICS PEER ASSESSMENT RATIONALE & CRITERIA PROFORMA
Assignment 3

Student Name: Jade Reid Student Number: 22466231
PART A: Total 25% 800 -1000 words total

Summarise what is known about the rationale for using peer assessment in educational contexts and the
teacher behaviours that contribute to its effective or ineffective use. Students should also discuss the pros
and cons of using peer assessment to teach gymnastics. Students will be provided with a reading list to
assist them in this task. However, this reading list should be seen as a minimum and students inclined to
aim for marks above a pass should do their own independent reading.
Value: 15%

Rationale: (approx. 500 wds)

Assessment is a critical element of the teaching-learning process. Choosing the right form of assessment for a task
can enhance the learners understanding in physical education. Recently there has been a shift from the traditional
forms of assessment to assessment procedures where the student takes greater responsibility and ownership over
the process. Peer-assessment is defined as the process where individuals or groups assess the performance of their
peers (Dochy, Segers & Sluijsmans, 1999). They can be utilised as a form and summative assessment (Deakin
University, 2013).

Peer-assessment has been widely used for a number of strengths. It has been shown to develop the students
assessment skills, and understanding marking criteria (Butler & Hodge, 2001). Students take greater responsibility
for their learning. It encourages students to develop communication skills and enhance their problem-solving
abilities (Butler & Hodge, 2001). Henning & Marty (2008) reported students learning at a deeper levels, developing
critical evaluation skills and the ability to provide constructive feedback. Henning & Marty(2008) and Butler &
Hodge (2001) found it to be an effective student- centred method to enhance comprehension and performance in
motor skills. The above characteristics of peer-assessment are all qualities found in the PDHPE syllabus. Utilising
peer-assessment whilst teaching gymnastics units allows the enhance the students learning but also develop cross-
curriculum life skills. These strengths can be jeopardised if peer-assessment is not implemented correctly. Most
studies have found the failure of its implementation to be when mistakes are made at the initial stages with the
teacher.

Firstly, in order to develop the peer-assessment correctly the teacher needs to determine why they are utilising this
assessment method, what is its purpose and what objectives do they wish to to achieve from utilising the
technique. This may include improving motivation, giving students more ownership of learning process, enhancing
the students understanding their own learning process, or adapting students attitudes towards the learning process
(Henning & Marty 2008). Once the teacher has made these decisions they can clearly structure the assessment to
meet syllabus outcomes and implement a marking guidelines/rubric. The teacher is then in the position to make it
very clear to students why they involved are in the assessment process, and how it will benefit their learning.
Failure to do so effects students motivation levels towards the assessment process (UNSW, 2015). Marking
guidelines need to be detailed, simple to follow and explicit, leaving no area to guessing. Involving the students in
the process of developing the marking guidelines will enhance the students understanding of the assessment, how
assessments are carried out, validity of the method and increase the classes sense of ownership over their learning
(UNSW, 2015) (Falchikov & Goldfinch, 2000). Failure to take the time to complete the above step successfully set
the peer-assessment up for failure (Falchikov & Goldfinch, 2000).

Studies have found peer-assessment to be more more effective as a formal assessment for grades when students
have been trained in the skills required in the method. Provide formative assessment tasks to engage student in
practice opportunities (Deakin University, 2013). A lot of students will not be used to the skills of not only
gymnastics, but also the skills required to evaluate and provide critical feedback to fellow peers. In particular, the

Jade Clarissa Reid 22466231

teacher needs to plan gymnastic lessons to develop the students ability to provide and receive feedback in a safe
environment to enhance learning and promote trust amongst a group (UNSW, 2015)(Butler & Hodge, 2001). This
will help to build their self-confidence (Butler & Hodge, 2001) as a gymnastics assessor and provide constructive
feedback that can be utilised by fellow peers. When in comes time to complete the formal assessment students will
not only have the skills required but external reference points and experiences to reflect upon (Orsmon & Merry,
1996). Failure to prep students for the task adequately can lead to students again having little motivation in the
task impacting upon the fairness, validity and accuracy of results (Dochy, Segers & Sluijsmans, 1999).

The teacher needs to provide a learning space in which the students feel safe and can trust their fellow peers
(Butler & Hodge, 2001). Doing so will help to reduce bias markings and enhance the quality of feedback provided to
peers. The higher quality of feedback provide will help to deepen then students learning experience. If students do
not trust their peers they are less likely to be engaged in the process and provide inadequate feedback to improve
learning in the subject area. Again enhancing the pupils trust comes back to the previous points regarding student
training and clear planning and explanations. In gymnastics this can also be achieved by completing the assessment
in small groups rather than large cohorts assessing each other (Falchikov & Goldfinch, 2000).

If well planned and implemented correctly peer-assessment can be used as not only an assessment but also a
teaching tool (Orsmond & Merry, 1996). Students can gain many valuable life skills from the implementation of the
method including problem solving, evaluation and communication skills. However the success of the task is highly
dependent on the teachers commitment to the process and planning the task in advance.

References

Butler, S.A & Hodge, S.R. (2001). Enhancing student trust through peer assessment in physical education. Physical
Educator, 58 (1), 30-39.

Dochy, F, Segers, M & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: a review.
Studies in Higher Education, 24 (3), 331-350.

Deakin University. (2013). Peer and Self assessment. Deakin Learning Futures, Deakin University, 1-18.

Falchikov, N & Goldfinch J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer
and teacher marks. Review of Education Research, 70 (3), 287 -322.

Henning, J.M & Marty, M.C. (2008) A practical guide to implementing peer assessment in athletic training
education. Athletic Therapy Today, 13 (3), 40-46.

Orsmond, P & Merry S. (1996). The importance of marking criteria in the use of peer assessment. Assessment and
Evaluation in Higher Education, 21 (3), 239-250.

UNSW. (2015). Assessment toolkit student peer assessment. Teaching @UNSW, 1-5.

PART A continued

Develop an effective set of marking criteria for judging the gymnastic routines performed by a class of year
8 students, the criteria is to be based on a gymnastics assessment task that the unit assessor will provide. If
you wish to create your own Assessment task please use the task proforma provided on the MyScu site
under the Gymnastics Assessment link. The marking criteria should be written in a proforma (provided for
you on MySCU).
Value: 10%

Once Part A of this assignment has been marked, students will receive feedback in order for them to reflect on and refine their
criteria before completing Part B

Jade Clarissa Reid 22466231

Marking Criteria: (approx. 300 - 500 wds)

Marking guidelines:

Marking criteria

9 - 10

7 - 8

Demonstrates adequate understanding of dominant gymnastics

movements, including swings, landings, rotations and springs.
Sufficiently constructs movement sequence patterns demonstrating
smooth transitions, with inconsistencies
Demonstrates sound body control and awareness throughout the
movement sequence

5 - 6

Demonstrates limited understanding of dominant gymnastics movements,

including swings, landings, rotations and springs.
Constructs basic movement sequence with limited consistency in smooth
transitions
Demonstrates basic body control and awareness throughout the movement
sequence

3 - 4

Demonstrates very limited understanding of dominant gymnastics

movements.
Constructs minimal to no movement sequence
Demonstrated minimal body control and awareness throughout the
movement sequence

0 - 2

Demonstrates thorough understanding of dominant gymnastics movements,

including swings, landings, rotations and springs.
Appropriately constructs movement sequence patterns demonstrating
smooth transitions between movements
Demonstrates thorough body control and awareness throughout the
movement sequence

Grade

Demonstrates comprehensive understanding of dominant gymnastics

movements, including swings, landings, rotations and springs.
Appropriately constructs movement sequence patterns demonstrating
consistent smooth transitions between movements
Demonstrates outstanding body control and awareness throughout the
movement sequence

Marks