IMO Static Balance Assessment

Diagnostic Formative Summat

ive
Student names
Can students explain what balance is?

Which components can students demonstrate (red)

balance correctly.
components of static
Can perform all 5
movement.
performance of basic
Demonstrates maturing
MOS1.1 -

in a minor game.
Can perform static balance
GSS1.9
30,60+ sec
Can hold position for

Differentiation Can verbalise all 5 components of static balance

+positive /constructive
Verbal feedback given
MOS1.1
Achievement against
GSS1.8
A
1. Support leg still, foot flat
touching support leg
2. Non-support leg bent not

3. Head stable, eyes forward

4. Trunk stable and upright

5. No excessive arm movement

Crocodile snap
Musical freeze
Freeze and hold
Very
high
B
High
C
Sound
D
Limited
E
Very
limited
1 12345 60+ + C
2 12345 40 +/3+ C
3 12345 60+ + B
4 12345 60+ +/5+ C
5 12345 60+ + C
6 12345 60+ + C
7 12345 / / / 60+ Assistance +/3+ D
8 12345 a a a a a a 60+ + C
9 12345 60+ + C
10 12345 60+ + C
11 12345 60+ +/2+ C
12 12345 60+ + B
13 12345 60+ + C
14 12345 60+ + C
15 12345 60+ + C
16 12345 a a a a a a 40 +/5+ C
17 12345 60+ + C
18 12345 50 Assistance +/5+ C
19 12345 60+ Assistance + C
20 12345 60+ + C
21 12345 60+ + C
22 12345 60+ +/2+ C
23 12345 60+ + C

Questions:
Ask students if they enjoyed the games. Yes
Why might it be important to practice and learn our static balance? So we can practice for when we have to walk
and balance.
Where might you use your static balance outside of class? - If we want to learn to surf or skate, Different games we
play.

Ask students if they enjoyed seeing how long they can hold their balance for. - Yes, Yes but I need to practice more.
Think up creative ways students may need to learn how to balance for long periods at a time Games and sports like
gymnastics, Surfing, skating, rip stick, I balance for a long time when Dad teaches me how to ski.
Hands up if you can hold it for 30; 40; 50 and 60+ seconds.
What is the most difficult part of static balance for you? Balancing, not moving and not letting my leg touch my other
leg.

Notes/Reflection:
Aim to give rich feedback to a minimum of 10-13 students per lesson.
Ensure to revise assessable components next lesson as two students were absent.
Discuss the importance of spreading arms out and keeping them still to balance as many students wanted to keep hands by their
sides.

For yes or no questions get students to stand still and perform static balance if yes and stay still if no. Keep end of lesson
questions short and quick as students get restless.
IBM joined us for lesson
Annotations
Note the focus area and standard
descriptor/s the artefact / document
reflects
5.1 - Assess student learning
Demonstrate understanding of
assessment strategies, including
informal and formal, diagnostic,
formative and summative approaches
to assess student learning.
5.2 - Provide feedback to students
on their learning
Demonstrate an understanding of the
purpose of providing timely and
appropriate feedback to students about
their learning.
5.3 - Make consistent and
comparable judgements
Demonstrate understanding of
assessment moderation and its
application to support consistent and
comparable judgements of student
learning.
5.4 - Interpret student data
Demonstrate the capacity to interpret
student assessment data to evaluate
student learning and modify teaching
practice.
5.5 - Report on student achievement
Demonstrate understanding of a range
Describe the artefact / document and indicate the
possible impact or result on teaching and/ or student
learning
This artefact is an assessment checklist against the
outcomes with planned questions, anecdotal notes
and reflection over a 3 lesson sequence. By making
the template, I was able to insert the information that I
wanted to asses in order to assess students
diagnostically, formatively and summatively (Conway,
2014). Through planning questions and what I wanted
to assess, I was able to make consistent and
comparable judgements whilst provide more
constructive feedback and report on students learning
(Glasson, 2009). This supported the students learning
as information was timely and adjustments could be
made better then and there (Conway, 2014). By
relating it back to real life, students were able to better
relate learning to the real world which will help
students value and remember it better (Conway,
2014).
Describe how the artefact / document
meet the standard descriptors you have
identified.
The assessment checklist allowed me to
record my observations and assess student
diagnostic, formative and summative data
to assess learning both informally and
formally (APST: 5.1 & 5.5). I was then able
to interpret student assessment data to
evaluate the students prior knowledge,
determine what and how I would need to
teach, which actions were successful and
modify my teaching practice (APST: 5.4).
In order to do this successfully, I
encouraged lots of conversation about
static balance and their opinions, and
provided constructive and immediate
feedback to students about their learning
(APST: 5.2 & 5.5). From these observations
and conversations, I was able to make
consistent and comparable judgements of
student learning (APST: 5.3).
 of strategies for reporting to students
and parents/carers and the purpose of
keeping accurate and reliable records
of student achievement.

References

Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Conway, R. (2014). Curriculum, learning, teaching and assessment adjustments. In P. Forman & M. Arthur-Kelly (Eds.), Inclusion in action (4th
ed., pp. 122-190). South Melbourne, Victoria: Cengage Learning Australia.

Glasson, T. (2009). Improving student achievement: A practical guide to assessment for learning. Carlton South, Victoria: Curriculum
Corporation.