Jonathan Saldana

Adaptions to Assessment in P.E for ELLs and SPED

Assessment of students is a crucial factor in monitoring students growth and

their understanding of concepts. In addition it is important to adapt assessments for

ELLs and SPED students. One of the ways that I can adapt assessment in my

physical education class is by observing them participate in the given activity. This

informal case of assessment allows me to observe the students master a movement

strategy and or technique. By only observing the students as an assessment, the

student will not feel any of the regular pressures aligned with participating in a

formal assessment. This lets the students naturally participate and display their

understanding of movement concepts and or strategies with the activity. Because

physical education requires very little mastery of English, I feel that ELL students

will have a minimal lag on their understanding of concepts. However because of this

lag time, I find it important to allow ELL and SPED student more time with

assessments. Providing them with additional time allows for them to observe what

is going on around them and through student modeling they can mimic the

movements.

An adaptation to assessment for SPED students is for example allowing

students to travel with the ball during basketball, having them play on half court

instead of full court, allowing two handed dribble and lowering of shortening the

height of the basketball. Additionally the use of a larger rim can be used, perhaps

substituting a traditional rim with a hula-hoop will allow for a larger area for a

student to shoot a basket. These are some of adaptations that I can use with SPED

students along with providing them with more time to satisfy individual

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 Jonathan Saldana

requirements. Targeting students individualized needs is important to identifying

proper assessment adaptations that will help make assessment appropriate for that

student.