Assessment Project Section 1, 2, 3 & 5.

SECTION 1: A
Grade Level/s:
Subject Area:

3
Striking with Racquets

Number of Students
Total:

18

M:

F:

10

Class Characteristics
Race/Ethnicity: Caucasian: 10__

African American: _6_ Hispanic:__2_

Number of Students for Free or Reduced Lunch _____

Number of ESOL__0___
Number of LD

_____

Number of SED ___0__

Number of EMH
Number of EH

__0___
__0___

Number of Gifted __2___

The classroom is on a continuous progress type.

The students are very active and easily distracted due to coming in to my class at the end of the day,
after lunch and recess. All equipment will e well used and I have had practice using them so I feel quite
comfortable using it.

SECTION 1: B
The topic that I will be teaching is striking and also using appropriate celebration tactics. His is important
to the curriculum because it teaches the students great sports-person-ship, which is a part of the affective
objectives of the curriculum.

SECTION 2:

Psychomotor Objective: Students will be able to strike with racquets on the forehand side over
a net using the four cues (side to the target, swing low to high, contact the ball out in front, and
point the strings where you want the ball to go) during an application task.
Sunshine State Standard/s: (PE.1.M.1.3) Strike a lightweight object upward continuously using
a paddle/racket.
Cognitive Objective: Students will be able to identify the four learning cues as well as
understand the purpose of each cues during the application task.
Sunshine State Standard/s: (PE.3.C.1.8) Analyze peer performance and provide feedback.
Affective Objective: Students will be able to identify appropriate ways to celebrate their
physical accomplishments while displaying fair play during the application task.
Sunshine State Standard/s: (PE.3.R.6.3) Identify ways to celebrate one's own physical
accomplishments while displaying sportsmanship.

SECTION 3:
Pre and Post Assessment for Psychomotor
PRE-ASSESSMENT
Students will be given the psychomotor pre-assessment as the last task in the last
lesson of the previous unit, Jumping and Landing with ropes Unit, in the form of a
checklist (This was done to provide more instruction time in the first lesson of the
striking unit).
POST- ASSESSMENT
The same Checklist will be assessed during the provided task, which will be the final
task in the striking with racquets unit.
Pre and Post Assessment for Cognitive
PRE-ASSESSMENT
Students will be given a written Test that will be provided during the instant activity
of the last lesson of the previous unit, Jumping and Landing with ropes Unit. (This
was done to provide more instruction time in the first lesson of the striking unit).
POST- ASSESSMENT
The same written test will be administered during the instant activity of the final
task of the striking with racquets unit.

Pre and Post Assessment for Affective

PRE-ASSESSMENT
Students will be given a written Test that will be provided during the instant activity
of the last lesson of the previous unit, Jumping and Landing with ropes Unit. (This
was done to provide more instruction time in the first lesson of the striking unit).
POST- ASSESSMENT
The same written test will be administered during the instant activity of the final
task of the striking with racquets unit.

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SECTION 5: REFLECTIONS

A: Student Performance
For the Psychomotor Objective, based on the results, at least 80 percent of the
students did master this objective. We had a 100 percent score of improvement. The
Psychomotor assessment was scored on a quad-section criteria rubric based off of an
application task, Partner striking. Each section provided a score of a maximum of three and
a low of one. Every student individually made a substantial amount of progress between the
pre and post, improving by two to four points. The majority made progress on a specific skill
cue, Swing Low to High. I believe that this is because they all had a great deal of activity
time to work on this cue and a majority of the refinements were focused on this cue. One
student in the pre had all 1s for their score and for the post had nearly all 3s. When I asked
her what it was that helped her improve so much when using racquets, she stated, Its
because I could remember the cues, they were catchy. (Student 16, 2015). My instruction
for this section was successful due to high recollection volume and vast student involvement
in student feedback during peer assessments.
For the Cognitive Objective, based on the results, at least 80 percent of the students
did not master this objective. We had a 58 percent score of improvement. The Cognitive
assessment was scored on a three question assessment sheet, two questions being
cognitive based and one being affective based. Each section worth one point per correct
answer, maximum of four points and minimum of zero points achievable. Although we did
not have much success in this area, comparison of the pre to the post assessment, the
students did change from guessing to subject based answers, a great sign of understanding
the material. Students overall, understood the cognitive and affective objectives that was
being tested but some were unable to recollect the correct answer based on the wording of
the assessment test question. During the assessment numerous students raised their hand
and asked me to rephrase the questions for them. Individual improvements were scarce but
those who did improve were great improvements. One student had a perfect score on their
written assessment. The downfall of this section was definitely my instruction. I taught the
material needed but not in the format of the written assessment test. Students were able to
verbally give me the correct answers to the same questions, after rephrasing the questions
based on my in class instructions.
For the Affective Objective, based on the results, at least 80 percent of the students
did master this objective. The entire class made improvements. The Affective assessment
was split into two different forms of assessments; written and observational based on a
rubric during an application task. The written assessment was with the cognitive assessment
and had only one question. The maximum possible points to earn was three and minimum
points was zero. Students were taught respectful behaviors and each day they had a
different to work on, by the end of the four day unit, they learned three respectful behaviors.
The students did a phenomenal job improving in this area from pre to post. In the pre, the
students responded with non-relatable answers due to not knowing the affective objective.
Each day, there was a heavy emphasis on affective objectives during the introduction,
refinements, and closure. The verbiage of the affective objectives were exactly the same
during my instructions and the assessments. For the application task, the students were
used to peer assessments of affective objectives so they knew that it was imperative to
continue using the respectful behaviors while participating in our activity. I had a couple
students who improved from a low score to a perfect score, and the rest of the class

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improved by two to four points. I believe that my instruction was successful, in meeting the
learning objectives for each student and the class because of such high improvements.

B: Effectiveness of Your Instruction

The process of my teaching was of an entry level teacher and the outcome of my
teaching was of an accomplished teacher. I was challenged with making sure that I cover
every single detail of my assessment. I had to learn to create my assessment based on the
end goal of the unit, not on end goal of each lesson. I was challenged to think about
teaching and lesson planning on a much broader scale than merely teaching every day by a
calendared curriculum plan. Due to having a great cooperative teacher, I was able to talk
through and walk through my steps and process to identify what I lacked and did not quite
understand. The effectiveness of the decisions and strategies that I employed would have to
be impactful.
Every decision that I made to pull this assessment together was critical to the class,
the students, and to my assessments. Some decisions and strategies were made to save
myself from having to start over. For example, I had an assessment at the beginning that did
not incorporate the affective objectives and I had to make a decision on how to change my
lessons and assessments to incorporate the affective assessments. Based off of my results,
the changes I made to my teaching strategy and lesson plans was the best decision I made.
For my future assessments there are a couple changes that I will make when
teaching this topic. I would not try to base my objectives on what I deem important, but
more so on what is necessary for the students to know for the end of the year assessments.
This is because, the students test results would reflect exactly what my cognitive
assessment reflected, partial understanding. I also would make sure that when I teach, I am
using the exact verbiage of the curriculum and standards from the board so that the
students have one specific word bank to make a connection to if ever to take a written
assessment. I am not stating that I would teach to the test, I am stating that I would use
identical verbiage so that the students are able to comprehend what it is that the test is
looking for. The students will be taught with basic test needed verbiage but also taught life
and community lifetime fitness skills. I believe that the students were adequately challenged
during the unit but I would ideally want to incorporate more activity time that includes more
teaching by invitation tasks for students.
Any additional steps that I would take (based on the results of my pre and post
assessments) in future class sessions to address the needs of students would be as so; those
who did not master the objectives, would be provided an additional day to further develop
their understandings and skills, those who partially mastered the objectives, would be
provided an additional day to improve on their understanding and skills and those who
mastered the objectives would be provided an additional day to create a small sided game
like task that challenges their understanding and skills with the use of strategies and tactics.

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C: Reflecting on What You Learned by Completing the Assessment Project

The students that I had were not only extremely active, but they were also eager to
learn. This is always great start for assessments on a class because you know that they are
prepared to learn as much as you teach them. The learning environment that the students
were in was full of distractions. We are downtown in Tampa, theres the sounds of
construction, cars, trucks, planes, and workers all around that is amplified by echoes due to
downtown buildings.
The space for learning is very crammed but the length is great for teaching
shorthanded implements, no distance striking. The topic I taught was striking with
shorthanded implements which is a major part of the Movement Approach (Graham et. Al,
2010). We used racquets as the shorthanded implement, teaching them game-like scenarios
and the make-up of the game of tennis.
The learning objectives that I set for the students were:
Psychomotor Objective: Students will be able to strike with racquets on the forehand side
over a net using the four cues (side to the target, swing low to high, contact the ball out in
front, and point the strings where you want the ball to go) during an application task.
Sunshine State Standard/s: (PE.1.M.1.3) Strike a lightweight object upward continuously
using a paddle/racket.
Cognitive Objective: Students will be able to identify the four learning cues as well as
understand the purpose of each cues during the application task.
Sunshine State Standard/s: (PE.3.C.1.8) Analyze peer performance and provide feedback.
Affective Objective: Students will be able to identify appropriate ways to celebrate their
physical accomplishments while displaying fair play during the application task.
Sunshine State Standard/s: (PE.3.R.6.3) Identify ways to celebrate one's own physical
accomplishments while displaying sportsmanship.
When I had to select the pre and post assessment strategies I had to take into
consideration all of the time it would take, what effective ways, can I administer these
assessments that will not take up too much class and activity time. I also had to provide
ways to have it prepared for the students to use without it being outside of their normal way
of assessment taking. In developing the instructional plans, I had my cooperative teacher
help supervise my decision making and also bounce ideas back and forth. I took two days to
put a plan together and four days to completely write the plans correctly. Between pre and
post assessment strategies and developing instructional plans, I discovered that I am a
teacher who loves to provide students with ample responsibilities. In all my planning I tried
to plan for less teacher instruction time and more student exploration and self-responsibility
time. For example, the students went to get their own clipboard with an assessment sheet
on it and a pencil, found their own open space to test take, and I was not involved in the
process. I only observed to make sure they were making all the right choices and being safe.

Revised 01/2014

By having to take all of this into consideration, I believe that my understanding of

what being a teacher was remodeled to include matters such as these; student desire,
student involvement, working from end expectations, and being prepared to reflect every
day. I would say realistic decision making was developed.

D: Reflecting on Assessment in a School Setting

Because I completed this assessment in a school setting, I experienced the real world
expectations of being an exemplary teacher. I also benefited in completing a dry run to
understand how much it demands of you and also how much you must prepare ahead of
time.
The only challenge that I can recall, that was very real world, was trying to
reschedule the student classes because of an unexpected exam for third graders. I had to
adjust the entire K-5 schedule to provide the third graders enough days in PE so that they
were prepared for their assessment. I had to coordinate with all the teachers in the school to
make sure they were on the same page on all adjustments and also get specials teachers
involved to make switches. That was very stressful but exciting to experience. A couple
teachers were very hesitant on agreeing because of their teaching plans and then the
assistant principal was doing informal observations that week as well, so it was a very
complicated matter. We managed to sort things out and I think I managed to get a lot of
great feedback from the professionalism behind handling the situation.
My cooperating teacher is an angel. She was very supportive of my ideas and
creativity and also very instructive on possible adjustments that could be made. She loved
the way that I administered and instructed during the assessment project and definitely
provided advice for future assessments. My cooperating teacher only assisted when I had
questions.

Revised 01/2014

ALL SHEETS AND FORMS USED FOR ASSESSMENT PROJECT LISTED

BELOW AND ATTACHED

CHART USED FOR ASSESSMENT

COGNITIVE AND AFFECTIVE ASSESSMENT SHEET
COGNITIVE AND AFFECTIVE ASSESSMENT ANSWER KEY
PSYCHOMOTOR ASSESSMENT SHEET
AFFECTIVE ASSESSMENT SHEET

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ANSWER KEY
STRIKING W/RACKETS

PRE/POST ASSESSMENT

Grade:

Cognitive Objective: Students will be able to identify the four learning cues, (side to the target,
swing low to high, contact the ball out in front, and point the strings where you want the ball to
go), as well as understand the purpose of each cue during the application task.
Sunshine State Standard/s: (PE.3.C.1.8) Analyze peer performance and provide feedback.
Affective Objective: Students will be able to identify appropriate ways to celebrate their
physical accomplishments while displaying fair play during the application task.
Sunshine State Standard/s: (PE.3.R.6.3) Identify ways to celebrate one's own physical
accomplishments while displaying sportsmanship.

Classroom Teacher: ____JONES_____

List three things you need to know or do to improve the skill of striking with the forehand
1. To practice as much as possible in the time available
2. Know the basic learning cues for striking a ball on the forehand side.
3. Using the basic learning cues when you practice

Select the correct list the four basic cues needed to successfully strike with the
forehand.
A. Side to the Target, Swing low to high, contact in the front, Point strings where you
want the ball to go.
B. Front to the Target, Swing high to low, contact in the middle, Point strings where you
want the ball to go.
C. Front to the Target, Swing low to side, contact in the back, Point strings where you
want the ball to go.
List at least 3 ways you can celebrate your achievements while displaying fair play?
1. Cheering for yourself without bragging to your peers.
2. Be at a respectful level when you express yourself.
3. Encouraging your peers to achieve the same next time.

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STRIKING W/RACKETS

PRE/POST ASSESSMENT

Grade:

Psychomotor Objective: Students will be able to strike with racquets on the forehand side over
a net using the four cues (side to the target, swing low to high, contact the ball out in front, and
point the strings where you want the ball to go) during an application task.
Sunshine State Standard/s: (PE.1.M.1.3) Strike a lightweight object upward continuously
using a paddle/racket.

Classroom Teacher:

JONES
Critical Skill Cues/Criteria

1.Joanna Arguelles
2. Owen S. Bigelow
3. Matthew G. Bogle
4. Nashaly L. Bonilla
5. Jathan V. Cruz
6. Caitlyn E. Davison
7. Ralyn J. Dye
8. Aiden R. Fernandez
9. Arianna J. Gonzalez
10. Annaleis M. Holz
11. Jabari A. Judge
12. Brooke E. Lewis
13. Daniel A. Menzies
14. Jamyla N. Ray
15. Justin K. Robinson
16. Veronica N. Slater
17. Colin X. Wacker
18. Marie R. Wilbon
19.
20.
STRIKING W/RACKETS

----

----

------

TOTAL

Contact out in front

----

you want the ball Point strings where

Student Name

Swing Low to High

Give several attempts to

observe for each cue.

Side to the Target

Scoring Guide for each cue

1 = Rarely performs the cue

correctly
2 = Sometimes uses the cue
but not consistently

----

PRE/POST ASSESSMENT

3 = Consistent use of the cue

Notes/comments

Grade:

Revised 01/2014

Affective Objective: Students will be able to identify appropriate ways to celebrate their
physical accomplishments while displaying fair play during the application task.
Sunshine State Standard/s: (PE.3.R.6.3) Identify ways to celebrate one's own physical
accomplishments while displaying sportsmanship.

Classroom Teacher:

JONES

1.Joanna Arguelles
2. Owen S. Bigelow
3. Matthew G. Bogle
4. Nashaly L. Bonilla
5. Jathan V. Cruz
6. Caitlyn E. Davison
7. Ralyn J. Dye
8. Aiden R. Fernandez
9. Arianna J. Gonzalez
10. Annaleis M. Holz
11. Jabari A. Judge
12. Brooke E. Lewis
13. Daniel A. Menzies
14. Jamyla N. Ray
15. Justin K. Robinson
16. Veronica N. Slater
17. Colin X. Wacker
18. Marie R. Wilbon
19.
20.

----

----

----

TOTAL

peers to achieve asEncourages their

Student Name

level when Uses a respectful

Give several attempts to

observe for each cue.

themselves withoutCheers for

Scoring Guide for each cue

1 = Rarely performs the
behavior
2 = performs the behavior but
not consistently
---

3 = Consistently uses the

Notes/comments