STA Regional Organiser John Holden had swimming teachers playing dominos and darts as part of a course on assessing learners. Why? He reveals all …
Assessing learner swimmers is one of the central tasks – and a most enjoyable one when the swimmer passes with flying colours.
But what do you have to look for when evaluating awards? And how can you make a fair judgment?
These questions and more were asked at a CPD seminar for swim teachers from Norfolk and Suffolk. The half-day course also looked at empathy, examined case studies and reviewed the purpose of assessments.
It was stressed that assessments are a professional obligation but that fair judgment is essential. Positive feedback to the students, irrespective of the outcome, is also considered very important.
Teachers played cards, dominoes, darts and even bowls to demonstrate the three different approaches to examining, autocratic, democratic and laissez-faire.
After taking part in the games, all the teachers agreed that laissez-faire was the worst approach because youngsters do not respect being “given awards”.
Once they had completed the theory, teachers moved onto a practical pool session where they were asked to evaluate youngsters completing a fictitious “Crab II” Award. Although there is no such qualification, contents of the award were taken from the STA International Learn to Swim Programme and teachers had to assess the students and decide if they should pass, if they should repeat parts of the test or state if the student was to be deferred.
The afternoon concluded with afternoon tea, which was hosted by former Henry Pike Award winner Theresa Bax-Elmer, of Suffolk Swimming.
- Swimming Teaching