Assessment Portfolio

4

Philosophy of Assessment

There needs to be assessment in any subject matter being taught. Without assessments

students will not know what they are intended to learn or how to achieve a good grade in that subject.

Assessments are especially important in physical education because it shows to parents, principals and

superintendents exactly what the students are being taught throughout the year. The goals of these

tangible assessments are to show the students what they have learned and what other lessons will focus

on throughout the year. Another reason for assessments is to show the school districts that the students

are learning based upon curriculums. If we as teachers can display evidence of student learning and

improvement in physical activity, the school districts will be more likely to keep physical education in

their school districts. There are a variety of assessments that should be utilized in physical education. I

believe that peer evaluations, skill/fitness tests and presentations are a few of the many assessments

that can be done in the classroom. Since we live in an age of technology, websites and video clips are an

excellent source for alternative and interactive assessments. The basis for all of the assessments being

done in physical education have to adhere to the National and State standards. When a teacher creates

an objective for any given lesson, the lesson has to comparable to the standards provided. Without the

standards students will not be learning what they are intended to learn. When a teacher writes a lesson

plan for a given unit it has to be based upon the varying skill levels of the students. In order for students

to achieve the most success in physical education the assessments should not only teach the students

how to perform but also give them information that they can use outside the classroom. In conclusion,

assessing students individually on the different skills and activities allows for optimal learning in the

classroom.

6

Soccer: Shot Evaluation

Authentic Assessment

Psychomotor Objective

By the end of the unit the students will successfully demonstrate a soccer shot with proper technique 4/5 times during game-play. o NASPE 1 o MACF 2.8, 2.9

Equipment

Soccer Balls

4 Goals

50 cones

1 assessment per team

One pencil

Reference

Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February 27,

2013, from National Soccer Coaches Association of America website:

http://www.nscaa.com/education/resources/fundamentals/

basic-skills-receiving-passing-shooting

7

Process (2 pts. each) Grade

Name Was the ball kicked with the

laces of the foot?

Was the kicking leg extended

back before the shot?

Did the kicking leg

follow through after the

shot?

Did the shooter land

on the kicking leg?

Was the shooter keeping his/her eyes on the ball during the kick?

Grade: __/10

8

Soccer: Video Clip Analysis

Alternative Assessment

Cognitive Objective

By the end of the unit the students will be able to successfully detect 3 errors based off the video clips of passing and shooting. o NASPE 2 o MACF 2.9

Equipment

1 computer with access to the internet (youtube)

1 worksheet per student

1 pencil per student

Reference:





9

Questions to Answer:

1. What were 3 errors in their passing technique? (3 pts)

2. Name one reason why this video helped you understand the proper form of passing. (3 pts)

Questions to Answer:

1. What were 3 errors in their passing technique? (3 pts)

2. Name one reason why this video helped you understand the proper form of passing. (3 pts)

Grade: __/12

http://www.youtube.com/watch?v=-QD4C5mgUfY

http://www.youtube.com/watch?v=AN6IWXtdzoc

http://www.youtube.com/watch?v=dex2r79DYV8

http://www.youtube.com/watch?v=8QXAqNZ7uXw

10

Soccer: Teamwork Assessment Worksheet

Affective Objective

By the end of the unit students will recognize how working as a team and helping students who may need help in a certain skill or task by answering the open ended question about teamwork, scoring 15/20 points. o NASPE 5 o MACF 2.14

Equipment

1 worksheet per person

1 pencil per person

Reference:

How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate

Life website: http://www.trans4mind.com/cultivate-life-magazine/issue-046/

Management.html

11

Name: _______________ Grade: /20

Date: ________________

Class: _______________

1. What should you say to a classmate who complained about not getting the ball enough? (5 pts.)

2. What should you say to a teammate who is upset about his/her playing ability? (5 pts.)

3. Please name 2 compliments you can give to another student who is

doing well. (2.5 pts. each)

a. b.

4. Please state how being on a team can affect you and those around you. (5 pts.)

13

Tennis: Skill DVD



By the end of the unit students will be able to demonstrate

proper skill cues of the forehand and backhand throw by creating

a DVD of the skill within a group of 4, scoring at least 16 out of 20.

o NASPE 1, 2

o MACF 2.9

Equipment

1 racket per student

1 ball per student

1 tennis court per group

1 video camera per group

1 computer per group

Reference:

PE Central's Photo Slideshows: Skill Performance Tips/Cues. (2007). Retrieved

February 27, 2013, from Tennis Forehand and Backhand website:

http://www.pecentral.org/mediacenter/photoindex_cues2.html

14

Group Members Names:

Date:

Working in groups of 4 students you must create a 5-7 minute DVD presentation of the forehand and

backhand throw. Your DVD/presentation should include:

- CORRECT CUES FOR THE SKILL

- Film the DVD in an appropriate physical activity setting.

- Check spelling and ensure the overall quality of the video.

- Provide thorough, correct demonstrations. (If a second demonstrator is needed, you may want

to use someone that has played the sport though you are still responsible for speaking in the

DVD not the outside performer)

- Repeat demonstration multiple times (but not too much!)

- Repeat demonstration from different angles

- Focus students on the most important aspects of the skill

- Use proper equipment in an appropriate setting

- Always do a complete demonstration (skill & drill)

- Apply principle of transfer of learning connect with prior knowledge of another skill

performance that students may know about

Score Sheet for Teaching Cues for Sport Skills Demonstration

Uses appropriate equipment

0 1 2 3

Cues are developmentally appropriate and correct

0 1 2 3

Shows professionalism in vocabulary and dress

0 1 2 3

Shows evidence of thorough planning

15

0 1 2 3

Shows creativity

0 1 2 3

Connects this skill with prior knowledge of another related skill performance

0 1 2 3

Presentation is done in appropriate setting for skill

0 1 2 3

All group members have an important role in the production/presentation

0 1 2 3

Eye Contact and Professional Dress for the presentation

0 1 2 3

Quality production

0 1 2 3

16

Tennis: Essay Question

Traditional Assessment

Cognitive Objective

By the end of the unit students will be able to identify the correct

skill cues of the overhand serve, volley, forehand and backhand

swing by scoring at least 16 out of 20 points on an essay question.

o NASPE 2

o MACF 2.9

Equipment

1 test per student


Reference:

Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,

from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html

17

Name:

Date:

1: List the skill cues of volleying, an overhand serve, and a forehand and

back hand swing. Provide an example of when each of these skills would be used

in a tennis match (20 pts).

18

Tennis: Positive Reinforcement


Affective Assessment

By the end of the unit students will be able to explain the

importance of positive reinforcement during a match by scoring at

least 7 out of 10.

o NASPE 5

o MACF 2.15, 7.7

Equipment

1 Exit Slip

Reference:



19

Name:

Date:

Period:

Journal

Count how many times a player on your court said something positive to

you. How did this make you feel? Did you want to give your partner or the

other team positive reinforcement as well? What will you do in future

activities to make sure you give someone positive reinforcement?

Grade: __/10

21

Cricket: Peer Evaluation



By the end of the unit students will demonstrate hitting a cricket ball 3 out of 5 times with proper technique during gameplay. o NASPE 1 o MACF 2.9

Equipment

Soccer/open field

4-5 cricket bats of different lengths

1 assessment per team

One pencil

Reference:

Ledenka, T. (n.d.). Cricket. Retrieved February 27, 2013, from Cricket website:

http://www.cwu.edu/~jefferis/unitplans/cricket/index.html

22

Process (2 pts. each) Product (3 pts.)

Grade

Partners Name

Hands together near top end of

the handle

Body sideways

on to the

bowler

All fingers curled around the bat

Keep eyes on

ball

Arms do not

cross

1 foot either side

of the crease (line)

Did student get 3/5 hits?

23

Cricket: Presentation of Tactics


Cognitive Objective

By the end of the unit students will be present a project about the

tactics in cricket and score 17 out of 20.

o NASPE 6

o MACF 2.16

Equipment

1 computer with internet access per student

1 criteria sheet per student

Reference:

Cricket America. (2010, April 10). Retrieved February 27, 2013, from Cricket

America website: http://www.cricketamerica.com/page2.html

24

Name:

Grade:

Organization

4

Slides are arranged in an organized way, presentation flows easily from one slide to the next, seamlessly.

3 Slides are arranged in an organized way and presentation flows.

2 Some effort has been made to arrange slides

0

Some slides are arranged.

Content about the correct tactics and gameplay of cricket

7 Demonstrate high level of familiarity and critical evaluation of the tactics and gameplay involved in cricket.

5 Demonstrates high level of competency involved in cricket. Missing a few important aspects.

3 Only slightly prepared. Little thought into the presentation. Can only answer one question.

0 Not prepared for the presentation. Cannot answer questions about cricket

Presentation/Visuals 3 Slides are attractive. Text is easy to read. Visuals are used throughout to enhance presentation. Two visuals are presented High level of preparation and creativity

2 Most of the slides are attractive. Text is easy to read. More than half of the slides use visuals to enhance presentation.

1 Some slides are not easy to read. Amount of text is too great for the amount of space provided. Less than half the slides have visuals.

0 The slides are not easy to read. The amount of text is too great for the space provided. There is little use of visuals.

Grammar and Mechanics

3 Capitalization and punctuation are correct throughout the presentation. There are no grammatical errors.

2 There are less than two convention errors in the presentation.

1 There are fewer than three convention errors in the presentation.

0 There are 3-5 conventional errors in the presentation.

Voice 3 Speaker presents in a loud, clear voice and doesn't read from the screen.

2 Speaker presents in a loud, clear voice but turns to the screen occasionally.

1 Speaker presents in a voice that is sometimes clear but constantly refers to the presentation.

0 Speaker does not use a clear voice to present, but refers only occasionally to the presentation.

25

Cricket: Teamwork/Team Spirit Whiteboard

Traditional Assessments

Affective Objective

By the end of the unit students will discuss in 2 groups the

importance of teamwork and team spirit in cricket, and how one

has display acts of team spirit during the unit by scoring 5 out of 5

points.

o NASPE 6

o MACF 7.6

Equipment

3 white boards

2 dry-erase markers

2 assessments

Reference:



Management.html

26

Directions: The class will be spilt into 2 groups. Each group will have a small white

board. Each person in the group will take a turn writing down the importance of

teamwork or team spirit in cricket. The person to write down and raise their white

board the quickest will get a point for their team. The person will then explain

when they displayed an act during the unit. I will write their answer on the board

for everyone in the class to see. The team that finishes and answers the most

questions correct wins.

Once everyone finishes we will have a class discussion about teamwork and

team spirit in cricket and all sports in general.

Example: Michael I brought the team together for a pep talk. I said that we were okay and just need to

focus. I then got a team cheer going for get everyone excited.

28

Archery: Trial and Error Chart



By the end of the unit students will be able to successfully demonstrate the proper skill cues of Archery on 2 out of 3 attempts using a trial and error chart. o NASPE 2 o MACF 2.9

Equipment

1 Archery bow

1 archery target

1 trial and error sheet per student


Reference:

Alabama Department of Education. (2006). Retrieved February 27, 2013, from

Archery Unit website: http://www.outdooralabama.com/education/archery/

Alabama%20Archery%20Unit%20Grades%206-8.pdf

29

Name:

Date:

Instructions: Stand in staggered rows facing the target. When I say ready go, the first row string the bow

and hold it up to show the correct form. On my command shoot your three arrows at the target. I will

observe your shooting technique.

CHECK PTS: STRING SQUARE

STANCE

V -GRIP 3

FINGERS

TARGET

LINED UP

PROPERLY

ELBOW

HIGH ANCHOR

POINT BRUSH

JAW SCORE

1st

2nd

3rd

4th

5th

Attempt 1

Attempt 2

Attempt 3

30

Archery: Examine and Explain


Cognitive Objective

By the end of the unit students will be able to examine and explain the 5 main skill cues associated with an archery shot by watching the teacher perform the shot in front of the class, scoring 8/10 points. o NASPE 2 o MACF 2.9

Equipment

1 Archery Bow

1 Archery Target

One worksheet per student


Reference:

Reif, G. (2003, May 13). PE Central. Retrieved February 27, 2013, from Archery

Cues website: http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=3

31

Name: ________________ Score: /10

Answer Key (shot):

String Back Square Stance Elbow High

Target lined up properly 3 Fingers

1. A. (1 pt.) Was my elbow high enough for the shot?

B. (1 pt.) Where did the arrow land?

2. (2 pt.) Where was arrow pointed too?

3. (2 pt.) Why did the arrow just fall to the ground?

4. A. (1 pt.) How many fingers were on the string?

B. (1 pt.) How did this affect my shot?

5. A. (1 pt.) How are my feet positioned?

B. (1 pt.) Where did this cause the arrow to go?

32

Archery: Safety Self-Assessment


Affective Objective

By the end of the unit students will be able to demonstrate safety by following all rules associated with archery, when using a bow and arrow 100% of the time. o NASPE 5, 6 o MACF 7.7

Equipment

1 Journal

1 pencil

Reference:




33

Name:

Date:

Period:

Self-Assessment

Self-Assessment: Evaluate yourself based on the follow rules and grade yourself 1, 2, 3, or 4

according to how well you performed throughout the unit

1 I did not do this 2 I did it some of the time 3 I mostly did this 4 I did this all of the time

I. Students comply with all established rules in the classroom.

1 2 3 4

II. Students respect each others space around them.

1 2 3 4

III. Students share and use equipment safely at all times. 1 2 3 4

IV. Students listen to teachers signals by displaying effective listening skills.

1 2 3 4

V. Students come to class enthusiastic and ready to learn

1 2 3 4

Grade: __/20

35

Wrestling: Role-playing (Teacher Student)



By the end of the unit students will perform the skill cues of a double leg takedown to a partner with 100% accuracy. o NASPE 1 o MACF 2.9

Equipment

Wrestling mat

1 grading sheet per student


Reference:

Hamel, G. (n.d.). How to a Double Leg Takedown in Wrestling. Retrieved February

27, 2013, from eHow website: http://www.ehow.com/

how_4524190_a-double-leg-takedown-wrestling.html

36

Name:

Student teaching skill:

Skill:

Directions Teacher will show the proper technique of a double leg takedown while explaining the cues to his/her student.

Skill Cues:

Score: /10

37

Possible Answer Key:

Wrestling Role-playing

Name: Evan Brady__

Student teaching skill: Andrew Carlino_

Skill: Double Leg takedown__

Skill cues

Bend legs to get in a low position Burst forward, reaching on the outside of the leg Grab behind the opponents legs Drive your head into opponents side, while pulling

his/her legs in towards you Stay in contact while your opponent falls

Score: 10/10

38

Wrestling: Quiz


Cognitive Objective

By the end of the unit students will be able to show their knowledge of wrestling by receiving an 80% on a quiz on the rules of wrestling. o NASPE 6 o MACF 2.16

Equipment

1 quiz per student

1 pencil per student Reference: Welker, B. (n.d.). Overview of Wrestling Rules. Retrieved February 27, 2013,

from West Virginia Wrestling website: http://www.wvmat.com/overview.htm

39

Name: _____________ Grade: /10

Date: ______________

Class: ______________

1. How many points are rewarded to the offense for a double-leg takedown? (2 pts.)

2. True/False (Circle one) (2 pts.)

A full-nelson is a widely used move in wrestling if you want to pin your opponent.


You are allowed to kick or punch your opponent in order to gain an advantage.

4. How long are and how many periods are there in middle school wrestling? (2 pts.)

5. How many weight classes are there in middle school wrestling? (2 pts.) BONUS (2 pts): List all the weight classes for middle school wrestling.

40

Answer Key:

Name: _____________ Grade: /10

Date: ______________

Class: ______________

1. How many points are rewarded to the offense for a double-leg takedown? (2 pts.) 2 Points


A full-nelson is a widely used move in wrestling if you want to pin your opponent.

False


You are allowed to kick or punch your opponent in order to gain an advantage.

False

4. How long are and how many periods are there in middle school wrestling? (2 pts.) 3 Periods (2 min. 2min. 2min.)

5. How many weight classes are there in middle school wrestling? (2 pts.) 10 weight classes BONUS (2 pts): List all the weight classes for middle school wrestling. 86-92. 101. 110. 119. 128. 139. 152. 167. 187. 187 and up.

Wrestling: Leadership in Class

41

Leadership Assessment


Affective Objective

By the end of the unit students will be able to identify different leadership techniques during gameplay at least 3 times. o NASPE 5, 6 o MACF 2.14, 2.15, 7.7

Equipment

1 assessment sheet

1 pencil Reference: Bass, B. (2012, September 24). Organizational Dynamics. Retrieved February 27,

2013, from Concepts of Leadership website: http://www.nwlink.com/~donclark/

leader/leadcon.html

42

Leadership Assessment Name: __________ Date: ___________ Period: ___________ The goal of this assignment is to demonstrate leadership skills throughout the class. Throughout gameplay you and your partner will write down any leadership skill that is displayed in the class. The leadership skill can be performed by anyone in the class.

Leadership Skill and students name:

Bonus (3 pts per student): Write down at least 3 leadership skills that you performed and 3 that your partner performed.

Grade: _/8

43

Bibliography








Bass, B. (2012, September 24). Organizational Dynamics. Retrieved February 27,

2013, from Concepts of Leadership website: http://www.nwlink.com/~donclark/

leader/leadcon.html

Cricket America. (2010, April 10). Retrieved February 27, 2013, from Cricket

America website: http://www.cricketamerica.com/page2.html



Hamel, G. (n.d.). How to a Double Leg Takedown in Wrestling. Retrieved February

27, 2013, from eHow website: http://www.ehow.com/

how_4524190_a-double-leg-takedown-wrestling.html



Management.html

Ledenka, T. (n.d.). Cricket. Retrieved February 27, 2013, from Cricket website:

http://www.cwu.edu/~jefferis/unitplans/cricket/index.html

PE Central's Photo Slideshows: Skill Performance Tips/Cues. (2007). Retrieved

February 27, 2013, from Tennis Forehand and Backhand website:

http://www.pecentral.org/mediacenter/photoindex_cues2.html

Reif, G. (2003, May 13). PE Central. Retrieved February 27, 2013, from Archery

Cues website: http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=3

Welker, B. (n.d.). Overview of Wrestling Rules. Retrieved February 27, 2013,

from West Virginia Wrestling website: http://www.wvmat.com/overview.htm

Assessment Portfolio

Documents

assessments students

standards students

physical education

interactive assessments

tangible assessments

variety of assessments

physical activity

o macf