Maximising Stage 6 PDHPE exam performance AIS PDHPE Conference Moriah College May 27 th 2010
Overview of the workshop How do we extend senior students? HSC tips Effective questioning Productive revision
HSC exam success Factors that impact on your student s exam performance include: Level of knowledge Capacity to demonstrate knowledge Performance anxiety The two key areas students need to be confident with for success in the HSC exam are: Syllabus and content knowledge Examination technique
Level of knowledge Basic content knowledge Syllabus terminology Content from text books Practical and relevant examples Student notes are commonly structured to reflect the syllabus structure, summarise the text book content and integrate relevant practical examples (minimum expectation) Use of the syllabus as a checklist for content coverage and understanding
Increasing knowledge Effective strategies include: Identifying and responding to students preferred learning styles Promoting opportunities for students to work in mixed ability groups Setting flexible practical application tasks that enable students to pursue personal interests Setting non HSC-style tasks that place demands on skills other than literacy These strategies help promote student achievement by allowing peer learning to occur, increasing motivation and engagement; and providing opportunities to showcase knowledge.
Capacity to demonstrate knowledge Basic content knowledge is important but not enough Students require depth, breadth and application of knowledge as well as a critical view of that knowledge There is a need to ensure that PDHPE specific phrasing and literacy are of a sufficient standard Consider providing scaffolds and key word support in set tasks Familiarity with the rubric Use of resources, examples and activities that move students beyond what everyone else is doing. How do students make their answers stand out from the crowd?
Examination technique Preparation is critical to exam success Manage performance anxiety through prep & practice Important to get students exam ready asap Need to know format of the exam (see BOS website) Practice all components of the exam Glossary terms are important however other words can/may be used in HSC questions e.g. what, why, how. e.g. What are the patterns of morbidity & mortality for young people? (2009 HSC) What is the purpose of pre-screening when planning aerobic programs? (2008 HSC)
Exam technique Section 1 Part A Objective Response Objective response can mean True / False answers but extremely unlikely to change for PDHPE Be prepared for stimulus material in approximately 4 of the 20 questions Graphs, tables and illustration are commonly used as stimulus material Read the stem and try to answer the question before reading the alternatives If unsure of the answer, identify the most likely one and use process of elimination to remove the others NEVER leave a MC question unanswered Essential to practice MC questions 20% of the paper
Examination technique Section 1 Part B Short-answer questions This section of the paper considered to be short answer (1-10 marks) Accessibility for more students Q21 & Q22 broken down into parts (may be linked) Can still use any of the glossary terms Answers need to be succinct and get to the point straight away in these style questions Good quality examples are essential - one quality example may be worth much more than five average examples How do students show their content knowledge in a shorter answer?
PDHPE literacy Interpreting the questions Answering the questions Phrasing the answer - what is taught or read, how it is interpreted and how it is expressed in written answers Evidence of critical thinking and analysis Basic answer structure
PDHPE Literacy Basic answer structure try being SEXY (or SEEY) S state the state the syllabus point E elaborate on & explain your point/s X relevant examples to support your point/s Y give reasons why is this significant to the question?
Use of the glossary terms / key words Move away from memorising the glossary term definitions and towards a general understanding of what groups of words/terms ask students to do Interchanging the key word used in a question can substantially alter the demands of the question. Changing the key word alters: the level or order of the question the mark value of the question the amount of lines required to answer the question fully the approaches required to be taken (e.g. make a judgement )
DRILLING DOWN Enhancing questioning & critical analysis skills How can we do this?
TEACHER QUESTIONING What does the research show? Teachers: typically ask 96% of the questions posed in the classroom give an average of 1-3 seconds wait time for a response (or before they re-ask/re-word the question) primarily use questions to assess students knowledge recall rather than to promote learning or inquiry ask lengthy, wordy questions to elicit short responses (Working Inside the Black Box - Professors Black & Wiliam)
EFFECTIVE TEACHER QUESTIONING INVOLVES: Planning for questions Developing questioning techniques Promoting a positive questioning classroom environment Using different types of questions In order to promote student learning and provide feedback about students learning & understanding.
PLANNING QUESTIONS Advance planning is essential PUTTING is the position of the question within the lesson: make sure that it takes place at an appropriate time or as part of a logical sequence PITCHING is the level of difficulty of the question This can be determined by: * the language you use * the content or concepts involved * the reasoning process that is being called upon
ENCOURAGING STUDENT INQUIRY AND STUDENT QUESTIONING A classic concept is that learning occurs when the teacher asks the questions and the student answers them but really it does not occur until the learners need to know and can formulate the questions for themselves. (Morgan and Saxton)
Examination technique Section 2 Extended response & short answer Answer only TWO of the questions Answer the questions for the options that have been studied Two questions on each option First question = 8 marks Second question = 12 marks (BOS gives guidelines for the length of this answer) Use of the rubric
Meeting Rubric demands Section 2 only in 2010 HSC In your answers you will be assessed on how well you: demonstrate knowledge and understanding of health and physical activity concepts relevant to the question (knowledge & relevant info only) apply the skills of critical thinking and analysis (key words) communicate ideas and information using relevant examples (practical application) present a logical and cohesive response (planning answers)
Time management A very useful way to reduce performance anxiety Broad guidance is provided at the start of each Section in the HSC Exam: Section 1, Part A Multiple Choice (40 minutes) Section 1, Part B Short answer questions(1 hour 10 minutes) Section 2 Options extended response (1 hour 10 minutes)
Time Management An easier and more accurate time guide is to allocate 1.8 minutes per mark. This is based on the fact that the exam is 180 minutes long and comprises 100 marks: 180/100 = 1.8 minutes per mark e.g. if the question is worth 8 marks students should allow approximately 14 15 mins to work on it
Maximising exam performance summary Student notes structure & appropriate depth Engaging students practical application of content PDHPE specific phrasing and literacy practice questions and feedback PDHPE exam preparation familiarisation, time management, relaxation
Productive revision Structured revision extremely important don t just leave to chance Students should be revising continually throughout the course Guidance may be required Make it part of the learning process rather than a chore
What are you currently doing in terms of revision? Revision matrix Sale of the Century, Who Wants to Be a Millionaire etc Hesitation Self reflection, peer evaluation - 14 minute challenge SQ3R reading tool 10 hooks Student produced summaries, workbooks & questions Class discussed & produced mind maps of focus questions and related content Acronym competition Activities Scaffolds (HSC online website)
Productive revision Practice questions (past papers, Standards Package, NFMC) However.. care should be taken to ensure that past questions are still applicable to the amended content. The nature, format and particular emphasis of questions may change from year to year. Important that students read and respond to the questions in examinations rather than prepare a response to a preconceived idea of what the question will entail.
Importance of feedback for improvement Provide substantial and meaningful feedback to students Strategies include: Provide all marks and feedback written on their assessment or a separate sheet Consider assessment for learning as well as of learning Speak to a student in advance if their mark is likely to cause them distress Be available during / after the lesson or at the next break for any specific follow up
Handy hints for maximising exam performance Study of PDHPE, understandings about health and movement are dynamic. Essential to adopt a critical view of information by questioning current understandings, examining issues from a range of perspectives and attempting to evaluate opinions. A good framework for looking at health issues is to ask: How important is the issue? Is this a new or emerging issue? Are there inequalities and social justice considerations? What action has been taken to address this issue? What else can be done; what other approaches could be adopted?
Handy hints maximising exam performance Look for connections between syllabus dot points: for example, energy systems and principles of training (progressive overload, specificity, training thresholds). Use more than just the text book encourage students to read widely. Get them making comments and asking questions (class blog abut certain topics, post it note activity) Read articles and information from the world of sport, exercise physiology and human performance and health. Access government websites and public health information to familiarise yourself with current health promotion initiatives and public health trends.
Contact Details Jo McLean Education Consultant Level 12, 99 York Street, Sydney NSW 2000 Phone (02) 9299 2845 Fax (02) 9290 2274 Mobile 0400 474 022 Email jmclean@aisnsw.edu.au