Volleyball

Samantha
Romanello, Amanda
King, Kalya Rios
Agenda
● Volleyball passing objectives
● Assessment of Students
● Data charts
● Student progression over time
● Questions and Answers
 Objectives and standards
Goal Standards Assessment Tool Domain

During class, students NYS: 1A Peer Assessment Psychomotor

will work on their National: 1
volleyball passing skills
by bumping successfully
to their partner with
proper form

Throughout class, NYS: 2A Teacher Assessment Affective

students will demonstrate National:4
proper behavior by
working with partners and
in groups.

At the end of class, NYS:3A Teacher assessment Cognitive

students will complete an National:3
exit slip, achieving an 8
out of 10 or better.
Overall grading
Participation: 40%
Includes: effort, dressing
appropriately and attendance
Written Work: 30%
Includes: tests, quizzes and
homework
Skill Performance: 20%
Includes:Proficiency in skills
and improvement
Behavior: 10%
Includes: Working with others
Psychomotor assessment
Our psychomotor assessment was a
teacher observation assessment. As
students were performing the skills, we
were able to walk around and observe
how they were performing. This is
reliable because it is able to help the
teachers identify if they students are
learning the basic movements.s
 Pre Test Mean- 4.4
Psychomotor assessment Data Post Test Mean- 5.2

Based upon the results,

you can see that students
really improved after
gaining more practice
and experience after
completing the pre-test.
Our students were able to
grasp a better
understanding of the
proper form of passing
after practicing more
with it.
Cognitive Assessment
Our cognitive assessment was
constructed by an exit slip given to
the students at the end of both
classes. This exit slip was able to tell
us how much the students were
paying attention and if they learned
anything throughout the 2 classes.
This is reliable because it tests the
students knowledge of the sport and
if they were paying attention
throughout the lessons.
Cognitive Assessment Data
Pre Test Mean- 7.4
Post Test Mean- 8.5

Based upon these findings,

you can see that many of
the students either
improved their test results
or they remained the same. Number of
With more experience with questions
a skill, comes a better answered
understanding which led to correctly
students performing better
on the cognitive post-test.

Student
Affective Assessment
FOR OUR AFFECTIVE ASSESSMENT WE DID A TEACHER STUDENT
DISCUSSION. AT THE END OF CLASS WE ASKED THE STUDENTS HOW THEY
FELT THE LESSON WENT ALONG WITH HOW THEY FELT THEY DID. DURING
CLASS, WE WERE ABLE TO OBSERVE HOW THE STUDENTS WERE WORKING
WITH THEIR PARTNERS AND IF THEY WERE BEHAVING PROPERLY.
Modifications
In order to include students with disabilities we can modify volleyball passing by:

● Using a softer ball

● Reaming close together
● Having visual aids
● Using a noise maker ball
● Incorporating repetition
Improvement for assessment of
student learning
● Including demonstrations with cues from three different angles
● Asking questions to check for understanding
● Have student passing at a closer distance
● Larger ball, easier target to hit
Improvement For assessment of
teacher Development
● Give more feedback
● Make questions more clear and concise
● More rules and history for the game of volleyball
● Have more demonstrations for all types of learning styles
Grading/Rubric
-Students will score a 10/10

if all the yes boxes are checked

-Students will score a 0/10 if

all no boxes are checked

Sample report card
Questions?
Thank you for participating in our volleyball unit!

If there are any further questions we will be happy to answer them at this time.