Part 3: Assessment of Student Learning

Assessment Plan Overview Learning Goals Assessment Format Formal assessment: analytical rubric for throwing a football throw LG 1 (skill): Pre-Test Accommodations If a stu ent shows that they are struggling with the skill! in i"i ual attention will be gi"en If a stu ent shows that they are struggling with the skill! in i"i ual attention will be gi"en If a stu ent shows that they are struggling with the skill! in i"i ual attention will be gi"en If goals are not met! more acti"e acti"ities or more gamesimulation time can be a e If goals are not met! more acti"e acti"ities or more gamesimulation time can be a e If goals are not met! more acti"e acti"ities or more gamesimulation time can be a e

Informal assessment: teacher obser"ation! class iscussion an #eer$self-e"aluation Formati"e

Formal assessment: analytical rubric for a football throw Post-Test

LG % (fitness):

Pre-Test

Formal assessment: ste# count was recor e on the cogniti"e e&it sli# at the en of the lesson

Informal assessment: 'tu ents self-check their own #e ometers at the en of each lesson Formati"e

Post-Test

Formal assessment: ste# count was recor e on the cogniti"e e&it sli# at the en of the lesson

LG ( (cogniti"e):

Pre-Test

Formal assessment: e&it sli# for listing cues of the football throw! #ro"i e by teacher will be com#lete at the en of the lesson

If there are low gra es! re"iewing of the material will occur in future lessons Teacher fee back will be #ro"i e when incorrect cues are name or cues are forgotten If there are low gra es! re"iewing of the material will occur in future lessons If any marks were +no!, teachers will remin stu ents to high-fi"e their #eers For those who on-t show signs of meeting the ob.ecti"e! fee back an remin ers will be gi"en (re#ort anything you o that a .usts for in i"i ual stu ent nee s)

Formati"e

Informal assessment: 'tu ents will engage in class iscussions uring lesson closings where cues will be re"iewe

Post-Test

Formal assessment: e&it sli# for listing cues of the football throw! #ro"i e by teacher will be com#lete at the en of the lesson

LG ) (affecti"e):

Pre-Test

Formal assessment: *hecklist com#lete by teachers

Informal assessment: teacher obser"ation! stu ent self-check Formati"e

Post-Test

Formal assessment: *hecklist com#lete by teachers

Learning Goal 1: Skill Pre-Assessment ex lanation! collection rocedures! alignment For the #re-assessment stu ents were assesse on an analytic rubric/ 'tu ents were #aire u# an were a##ro&imately 10 feet away from a #artner/ 'tu ents were assesse base on the fi"e as#ects of throwing a football/ The fi"e com#onents were feet #er#en icular to target! ball is brought to ear le"el! non-throwing shoul er #ointe to target! ste# with slight o##osition towar s target! an thumb follows through to o##osite #ocket/ 1ach stu ent woul throw a football an since there was a small class we were able to assess each stu ent in i"i ually/

Formative assessment descri tion Throughout the lesson! we woul obser"e the stu ents in or er to see the le"el at which stu ent was at/ The teachers woul go aroun an gi"e correcti"e an #ositi"e fee back to stu ents who seem to ha"e been struggling a little bit on the cues/ 2e ga"e them the fee back in or er to throw with #ro#er techni3ue as well as a "ise them of #otential errors that might lose those #oints on the #ost-assessment later on/ Post-Assessment collection rocedures Post-assessment woul take #lace uring a mo ifie game towar s the en of class/ 'tu ents woul be assesse using the same analytic rubric as the #re-assessment/ 1ach stu ent woul ha"e the o##ortunity to be the 3uarterback for their team an they woul ha"e to throw the ball to their teammates/ 'tu ents were being assesse to see if they can maintain the #ro#er techni3ue an cues while #artici#ating in a game-like setting/ Learning Goal ": Fitness and P#$sical Activit$

Pre-Assessment ex lanation! collection rocedures! alignment 4ur #re-assessment tool for collecting the fitness ata was at the to# of each cogniti"e 3ui5 there was a s#ace for where stu ents woul write own the number of ste#s that they ha"e taken in class/ 'tu ents woul look at their #e ometers at the en of class when they sat own to take the 3ui5 an that woul be their final ste# count total/ Formative assessment descri tion 4ur formati"e assessment for the fitness learning ob.ecti"e was kee# encouraging the stu ents to check their #e ometers throughout the lesson/ 2ith the e&tra encouragement gi"en! stu ents will see their ste# counts at that time an stu ents will know if they nee to take more ste#s an be more acti"e in class/ 'tu ents who ha"e reache their ste# goal ha the ability to go our which woul constitute a more acti"e #erson/ Post-Assessment collection rocedures Throughout the entire lesson stu ents will be wearing their #e ometers an stu ents are encourage to get a ste# count of 600-700 ste#s throughout the entire lesson/ 'tu ents will write own their final ste# count on the e&it sli# at the en of class/ The number the stu ents write own will be able to tell us if the stu ents were or weren-t #hysically acti"e/ Learning Goal 3: %ognitive Pre-Assessment ex lanation! collection rocedures! alignment 8t the en of the lesson! stu ents will be taking a short written assessment on the fi"e cues on how to throw a football/ 'tu ents will be sitting on the baseline! sitting u# straight an facing inwar towar s the center of the gym/ 'ince the ob.ecti"e was to be able to name at least

three out of the fi"e cues on how to throw a football! this will be a way of "erifying the stu ents know the cues or not/ Formative assessment descri tion Throughout the lesson teachers will be going aroun talking out the ifferent teaching cues so stu ents are constantly remin e of the fi"e teaching cues an the information is reinforce in the stu ents- min s an the cogniti"e learning goal can be achie"e / Post-Assessment collection rocedures 'tu ents will be gi"en the same e&it sli# as the #re-assessment to see if stu ents know at least three out of the fi"e cues use to throw a football with #ro#er techni3ue/ 'tu ents will be sitting on the baseline! facing inwar towar s the gym! an sitting u# straight/ Learning Goal &: Affective

Pre-Assessment ex lanation! collection rocedures! alignment The learning goal for the affecti"e omain is stu ents will be by the en of class! each stu ent will show res#ectful s#ortsmanshi# by gi"ing someone a high-fi"e at the en of the acti"ity/ Teachers will be walking aroun the classroom an assessing the stu ents on a checklist/ 1ither a +9es, or a +:o, can be checke off for each stu ent/ Formative assessment descri tion Throughout the lesson teachers will be going aroun an gi"ing #ositi"e fee back to stu ents/ 2ith the teachers gi"ing #ositi"e fee back! we ho#e that the stu ents will is#lay goo s#ortsmanshi# when their #artner oes something #ositi"e/ 2e want stu ents to gi"e other stu ents in class a high fi"e to is#lay s#ortsmanshi#/ Post-Assessment collection rocedures 'tu ents will be obser"e throughout the lesson to see if they gi"e a high fi"e to a stu ent in the class/ 'tu ents are encourage to high fi"e their #artner uring the game towar s the en of class/ 'tu ents will be marke a checklist on a +9es, or +:o, basis/ Psychomotor Assessment Tool
8nalytic 8ssessment for football throwing Pre#aration ) Feet #er#en icular to target! ball brought to ear le"el 1&ecution Throwing shoul er #ointe towar s target! ste# with slight o##osition to target Follow Through Thumb following through to o##osite #ocket/

Feet #er#en icular to target! ball brought to shoul er le"el Feet #arallel to target! ball brought to shoul er le"el Feet #arallel to target! ball brought to elbow height

Throwing shoul er #ointe towar s target! ste#s irectly at target Throwing shoul er o#en to target! ste#s irectly at target Throwing shoul er o#en to target! ste#s away from target

Thumb following through to center of waist Thumb following through to belly button Thumb following through straight own on same si e of bo y

% 1

Cognitive and Fitness Assessment Name: List the five teaching cues for correctly throwing a football. 1. 2. 3. 4. 5. Steps:

8ffecti"e 8ssessment Tool Di st! ents give their partner a high 5 in class" Name #es No