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YOGA AT SUFFERN

SCHOOL DISTRICT

Ms. Allison Schepis and Ms. Erin Carley


AGENDA

● Introduction
● Objectives and Standards
● Grading Scale
● Psychomotor Assessment
● Cognitive Assessment
● Affective Assessment
● Trustworthiness
● Sample Report Card
● What We Could Improve On
● Questions?
Why Yoga?

● Yoga is used all over the world to build flexibility, confidence, strength,
and self control.
● Helps calm the mind and body
● Leave one feeling refreshed
● Health benefits of Yoga:
○ Increase flexibility, muscle strength and tone
○ Improve respiration and energy
○ Maintain a balanced metabolism
○ Weight reduction
○ Protection from injury
○ Cardio and circulatory health
Objectives and Standards for the Yoga unit
Assessment
Goals Objectives Domain
Tool Used

By the end of the NYS Standard: 1A Teacher used a


lesson, students will be detailed rubric to
able to perform three National Standard: assess each students
Psychomotor
basic yoga poses with S1.H1.L1 in both a pre-
good form at least three assessment and a
out of five times. post-assessment.

During the lesson, NYS Standard: 2A An exit slip consisting


students will cooperate of questions that had
and be respectful of National Standard: students reflect on their
Affective
one another when S4.H1.L1 behavior during class.
practicing the new
poses.

When given a post-test, NYS Standard: 2 A written test consisting


students will be able to of questions that
analyze the three National Standard: involve different facts
poses and identify at S2.H3.L1 about Yoga and test
least two critical their knowledge of the Cognitive
elements for each as poses learned
well as different facts throughout the unit.
about Yoga.
Psychomotor Assessment
● The psychomotor assessment that we used to grade our students
was an analytic rubric that listed each of the critical elements for a
given pose in detail. The pose that was selected for this
assessment was the Warrior Pose. For the pre-assessment, we
had students attempt the pose by looking at a picture of someone
performing it, and then attempting to mimic it to the best of their
ability at the beginning of the unit. While students performed the
pose, we used the rubric to determine their score. At the end of
the unit after giving the students extensive instruction on how to
perform the pose with proper form (along with other poses),
students were then assessed with the same rubric to see if they
had improved. The highest amount of points that one could have
received was 16.
PSYCHOMOTOR ASSESSMENT TEST:
WARRIOR POSE
PSYCHOMOTOR PRE-ASSESSMENT
● The Warrior Pose was the chosen pose for assessment, and had four
critical elements.

● Overall, students had a strong score for the psychomotor pre-


assessment, with the lowest score achieved being 12 out of 16 points.
● Mean Score: 14.4
PSYCHOMOTOR POST-ASSESSMENT
● Students then performed the same pose after being instructed by
Ms. Schepis and Ms. Carley on how to correctly execute the skill.

● Mean Score: 15.6


PRE/POST PSYCHOMOTOR
ASSESSMENT: DATA ANALYSIS
● In conclusion, this data shows that seven students improved their overall score,
and three students had their score remain the same.
● Within those students, two had already achieved a perfect score on the pre-
assessment, therefore, out of the three scores that remained the same, there
was only one student who did not show improvement.
● No students were absent for the pre-assessment and the post-assessment.
COGNITIVE ASSESSMENT

● The cognitive assessment that we administered to our students was a


written assessment that we had them fill out to prior to any instruction, at
the very beginning of the unit. We wanted to see where students were at
in terms of knowledge regarding the different aspects of yoga. The
assessment involved questions about the critical elements of the
different poses they were to learn as well as questions involving general
information about yoga At the end of the unit, students were given the
same assessment as an exit slip. The same questions were asked on
both the pre- and post-assessment. The assessment had four short
answer questions, all worth two points, and two true/false questions,
both worth one point. The highest amount of points that a student could
have earned was 10.
COGNITIVE ASSESSMENT
COGNITIVE PRE-ASSESSMENT

● Mean Score: 7.4


COGNITIVE POST-ASSESSMENT

● Mean Score:
9.1
COGNITIVE PRE/POST ASSESSMENT: DATA
ANALYSIS
● In conclusion, the data shows that seven students improved their score, two
students had their scores stay the same, and one student had their score
decrease from pre- to post-assessment.
● Within those students, two had already achieved a perfect score on the pre-
assessment, therefore, there was only one student who did not show
improvement.
AFFECTIVE SELF-ASSESSMENT
● Students were given an affective assessment. This was given at the end of class on
the first day of the unit and at the end of class on the last day of unit so that students
could reflect on their behavior during that class period. The highest possible score that
one could earn was 20 points.
AFFECTIVE SELF-ASSESSMENT RESULTS
Pre-Assessment Mean Score: 14.4
Post-Assessment Mean Score: 19.1

● Every student increased their affective score by the end of the unit.
TRUSTWORTHINESS

● Our data is reliable because we kept all assessments the same between
the pre- and post-assessment quizzes and rubrics. We made sure to
assess our students using rubrics and quizzes that we created and
facilitated ourselves to make sure that the results could not be skewered,
and to ensure that we were testing them on knowledge and skills that we
were directly working on with them. Keeping the criteria the same
between both the pre- and post-assessment was an extremely important
factor when making sure that the data would be valid and reliable for use.
Our assessments were valid because we tested them on all three
domains, and used each score to determine their final grade.
Sample Report Card
WHAT WE COULD IMPROVE ON

● We could have provided more modifications when teaching students new


poses
○ Not all students have the same amount of balance and flexibility
● We could add a formal assessment of flexibility
○ Sit-and-Reach test from the Fitnessgram
● We could have split up and facilitated more feedback for more
individualized learning
QUESTIONS?