Assessment Portfolio
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Transcript of Assessment Portfolio
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Philosophy of Assessment
There needs to be assessment in any subject matter being taught. Without assessments
students will not know what they are intended to learn or how to achieve a good grade in that subject.
Assessments are especially important in physical education because it shows to parents, principals and
superintendents exactly what the students are being taught throughout the year. The goals of these
tangible assessments are to show the students what they have learned and what other lessons will focus
on throughout the year. Another reason for assessments is to show the school districts that the students
are learning based upon curriculums. If we as teachers can display evidence of student learning and
improvement in physical activity, the school districts will be more likely to keep physical education in
their school districts. There are a variety of assessments that should be utilized in physical education. I
believe that peer evaluations, skill/fitness tests and presentations are a few of the many assessments
that can be done in the classroom. Since we live in an age of technology, websites and video clips are an
excellent source for alternative and interactive assessments. The basis for all of the assessments being
done in physical education have to adhere to the National and State standards. When a teacher creates
an objective for any given lesson, the lesson has to comparable to the standards provided. Without the
standards students will not be learning what they are intended to learn. When a teacher writes a lesson
plan for a given unit it has to be based upon the varying skill levels of the students. In order for students
to achieve the most success in physical education the assessments should not only teach the students
how to perform but also give them information that they can use outside the classroom. In conclusion,
assessing students individually on the different skills and activities allows for optimal learning in the
classroom.
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Soccer: Shot Evaluation
Authentic Assessment
Psychomotor Objective
By the end of the unit the students will successfully demonstrate a soccer shot with proper technique 4/5 times during game-play. o NASPE 1 o MACF 2.8, 2.9
Equipment
Soccer Balls
4 Goals
50 cones
1 assessment per team
One pencil
Reference
Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February 27,
2013, from National Soccer Coaches Association of America website:
http://www.nscaa.com/education/resources/fundamentals/
basic-skills-receiving-passing-shooting
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Process (2 pts. each) Grade
Name Was the ball kicked with the
laces of the foot?
Was the kicking leg extended
back before the shot?
Did the kicking leg
follow through after the
shot?
Did the shooter land
on the kicking leg?
Was the shooter keeping his/her eyes on the ball during the kick?
Grade: __/10
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Soccer: Video Clip Analysis
Alternative Assessment
Cognitive Objective
By the end of the unit the students will be able to successfully detect 3 errors based off the video clips of passing and shooting. o NASPE 2 o MACF 2.9
Equipment
1 computer with access to the internet (youtube)
1 worksheet per student
1 pencil per student
Reference:
Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February 27,
2013, from National Soccer Coaches Association of America website:
http://www.nscaa.com/education/resources/fundamentals/
basic-skills-receiving-passing-shooting
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Questions to Answer:
1. What were 3 errors in their passing technique? (3 pts)
2. Name one reason why this video helped you understand the proper form of passing. (3 pts)
Questions to Answer:
1. What were 3 errors in their passing technique? (3 pts)
2. Name one reason why this video helped you understand the proper form of passing. (3 pts)
Grade: __/12
http://www.youtube.com/watch?v=-QD4C5mgUfY
http://www.youtube.com/watch?v=AN6IWXtdzoc
http://www.youtube.com/watch?v=dex2r79DYV8
http://www.youtube.com/watch?v=8QXAqNZ7uXw
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Soccer: Teamwork Assessment Worksheet
Affective Objective
By the end of the unit students will recognize how working as a team and helping students who may need help in a certain skill or task by answering the open ended question about teamwork, scoring 15/20 points. o NASPE 5 o MACF 2.14
Equipment
1 worksheet per person
1 pencil per person
Reference:
How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate
Life website: http://www.trans4mind.com/cultivate-life-magazine/issue-046/
Management.html
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Name: _______________ Grade: /20
Date: ________________
Class: _______________
1. What should you say to a classmate who complained about not getting the ball enough? (5 pts.)
2. What should you say to a teammate who is upset about his/her playing ability? (5 pts.)
3. Please name 2 compliments you can give to another student who is
doing well. (2.5 pts. each)
a. b.
4. Please state how being on a team can affect you and those around you. (5 pts.)
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Tennis: Skill DVD
Alternative Assessment
Psychomotor Objective
By the end of the unit students will be able to demonstrate
proper skill cues of the forehand and backhand throw by creating
a DVD of the skill within a group of 4, scoring at least 16 out of 20.
o NASPE 1, 2
o MACF 2.9
Equipment
1 racket per student
1 ball per student
1 tennis court per group
1 video camera per group
1 computer per group
Reference:
PE Central's Photo Slideshows: Skill Performance Tips/Cues. (2007). Retrieved
February 27, 2013, from Tennis Forehand and Backhand website:
http://www.pecentral.org/mediacenter/photoindex_cues2.html
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Group Members Names:
Date:
Working in groups of 4 students you must create a 5-7 minute DVD presentation of the forehand and
backhand throw. Your DVD/presentation should include:
- CORRECT CUES FOR THE SKILL
- Film the DVD in an appropriate physical activity setting.
- Check spelling and ensure the overall quality of the video.
- Provide thorough, correct demonstrations. (If a second demonstrator is needed, you may want
to use someone that has played the sport though you are still responsible for speaking in the
DVD not the outside performer)
- Repeat demonstration multiple times (but not too much!)
- Repeat demonstration from different angles
- Focus students on the most important aspects of the skill
- Use proper equipment in an appropriate setting
- Always do a complete demonstration (skill & drill)
- Apply principle of transfer of learning connect with prior knowledge of another skill
performance that students may know about
Score Sheet for Teaching Cues for Sport Skills Demonstration
Uses appropriate equipment
0 1 2 3
Cues are developmentally appropriate and correct
0 1 2 3
Shows professionalism in vocabulary and dress
0 1 2 3
Shows evidence of thorough planning
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0 1 2 3
Shows creativity
0 1 2 3
Connects this skill with prior knowledge of another related skill performance
0 1 2 3
Presentation is done in appropriate setting for skill
0 1 2 3
All group members have an important role in the production/presentation
0 1 2 3
Eye Contact and Professional Dress for the presentation
0 1 2 3
Quality production
0 1 2 3
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Tennis: Essay Question
Traditional Assessment
Cognitive Objective
By the end of the unit students will be able to identify the correct
skill cues of the overhand serve, volley, forehand and backhand
swing by scoring at least 16 out of 20 points on an essay question.
o NASPE 2
o MACF 2.9
Equipment
1 test per student
1 pencil per student
Reference:
Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,
from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html
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Name:
Date:
1: List the skill cues of volleying, an overhand serve, and a forehand and
back hand swing. Provide an example of when each of these skills would be used
in a tennis match (20 pts).
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Tennis: Positive Reinforcement
Authentic Assessment
Affective Assessment
By the end of the unit students will be able to explain the
importance of positive reinforcement during a match by scoring at
least 7 out of 10.
o NASPE 5
o MACF 2.15, 7.7
Equipment
1 Exit Slip
Reference:
Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,
from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html
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Name:
Date:
Period:
Journal
Count how many times a player on your court said something positive to
you. How did this make you feel? Did you want to give your partner or the
other team positive reinforcement as well? What will you do in future
activities to make sure you give someone positive reinforcement?
Grade: __/10
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Cricket: Peer Evaluation
Authentic Assessment
Psychomotor Objective
By the end of the unit students will demonstrate hitting a cricket ball 3 out of 5 times with proper technique during gameplay. o NASPE 1 o MACF 2.9
Equipment
Soccer/open field
4-5 cricket bats of different lengths
1 assessment per team
One pencil
Reference:
Ledenka, T. (n.d.). Cricket. Retrieved February 27, 2013, from Cricket website:
http://www.cwu.edu/~jefferis/unitplans/cricket/index.html
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Process (2 pts. each) Product (3 pts.)
Grade
Partners Name
Hands together near top end of
the handle
Body sideways
on to the
bowler
All fingers curled around the bat
Keep eyes on
ball
Arms do not
cross
1 foot either side
of the crease (line)
Did student get 3/5 hits?
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Cricket: Presentation of Tactics
Alternative Assessment
Cognitive Objective
By the end of the unit students will be present a project about the
tactics in cricket and score 17 out of 20.
o NASPE 6
o MACF 2.16
Equipment
1 computer with internet access per student
1 criteria sheet per student
Reference:
Cricket America. (2010, April 10). Retrieved February 27, 2013, from Cricket
America website: http://www.cricketamerica.com/page2.html
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Name:
Grade:
Organization
4
Slides are arranged in an organized way, presentation flows easily from one slide to the next, seamlessly.
3 Slides are arranged in an organized way and presentation flows.
2 Some effort has been made to arrange slides
0
Some slides are arranged.
Content about the correct tactics and gameplay of cricket
7 Demonstrate high level of familiarity and critical evaluation of the tactics and gameplay involved in cricket.
5 Demonstrates high level of competency involved in cricket. Missing a few important aspects.
3 Only slightly prepared. Little thought into the presentation. Can only answer one question.
0 Not prepared for the presentation. Cannot answer questions about cricket
Presentation/Visuals 3 Slides are attractive. Text is easy to read. Visuals are used throughout to enhance presentation. Two visuals are presented High level of preparation and creativity
2 Most of the slides are attractive. Text is easy to read. More than half of the slides use visuals to enhance presentation.
1 Some slides are not easy to read. Amount of text is too great for the amount of space provided. Less than half the slides have visuals.
0 The slides are not easy to read. The amount of text is too great for the space provided. There is little use of visuals.
Grammar and Mechanics
3 Capitalization and punctuation are correct throughout the presentation. There are no grammatical errors.
2 There are less than two convention errors in the presentation.
1 There are fewer than three convention errors in the presentation.
0 There are 3-5 conventional errors in the presentation.
Voice 3 Speaker presents in a loud, clear voice and doesn't read from the screen.
2 Speaker presents in a loud, clear voice but turns to the screen occasionally.
1 Speaker presents in a voice that is sometimes clear but constantly refers to the presentation.
0 Speaker does not use a clear voice to present, but refers only occasionally to the presentation.
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Cricket: Teamwork/Team Spirit Whiteboard
Traditional Assessments
Affective Objective
By the end of the unit students will discuss in 2 groups the
importance of teamwork and team spirit in cricket, and how one
has display acts of team spirit during the unit by scoring 5 out of 5
points.
o NASPE 6
o MACF 7.6
Equipment
3 white boards
2 dry-erase markers
2 assessments
Reference:
How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate
Life website: http://www.trans4mind.com/cultivate-life-magazine/issue-046/
Management.html
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Directions: The class will be spilt into 2 groups. Each group will have a small white
board. Each person in the group will take a turn writing down the importance of
teamwork or team spirit in cricket. The person to write down and raise their white
board the quickest will get a point for their team. The person will then explain
when they displayed an act during the unit. I will write their answer on the board
for everyone in the class to see. The team that finishes and answers the most
questions correct wins.
Once everyone finishes we will have a class discussion about teamwork and
team spirit in cricket and all sports in general.
Example: Michael I brought the team together for a pep talk. I said that we were okay and just need to
focus. I then got a team cheer going for get everyone excited.
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Archery: Trial and Error Chart
Traditional Assessment
Psychomotor Objective
By the end of the unit students will be able to successfully demonstrate the proper skill cues of Archery on 2 out of 3 attempts using a trial and error chart. o NASPE 2 o MACF 2.9
Equipment
1 Archery bow
1 archery target
1 trial and error sheet per student
1 pencil per student
Reference:
Alabama Department of Education. (2006). Retrieved February 27, 2013, from
Archery Unit website: http://www.outdooralabama.com/education/archery/
Alabama%20Archery%20Unit%20Grades%206-8.pdf
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Name:
Date:
Instructions: Stand in staggered rows facing the target. When I say ready go, the first row string the bow
and hold it up to show the correct form. On my command shoot your three arrows at the target. I will
observe your shooting technique.
CHECK PTS: STRING SQUARE
STANCE
V -GRIP 3
FINGERS
TARGET
LINED UP
PROPERLY
ELBOW
HIGH ANCHOR
POINT BRUSH
JAW SCORE
1st
2nd
3rd
4th
5th
Attempt 1
Attempt 2
Attempt 3
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Archery: Examine and Explain
Authentic Assessment
Cognitive Objective
By the end of the unit students will be able to examine and explain the 5 main skill cues associated with an archery shot by watching the teacher perform the shot in front of the class, scoring 8/10 points. o NASPE 2 o MACF 2.9
Equipment
1 Archery Bow
1 Archery Target
One worksheet per student
1 pencil per student
Reference:
Reif, G. (2003, May 13). PE Central. Retrieved February 27, 2013, from Archery
Cues website: http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=3
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Name: ________________ Score: /10
Answer Key (shot):
String Back Square Stance Elbow High
Target lined up properly 3 Fingers
1. A. (1 pt.) Was my elbow high enough for the shot?
B. (1 pt.) Where did the arrow land?
2. (2 pt.) Where was arrow pointed too?
3. (2 pt.) Why did the arrow just fall to the ground?
4. A. (1 pt.) How many fingers were on the string?
B. (1 pt.) How did this affect my shot?
5. A. (1 pt.) How are my feet positioned?
B. (1 pt.) Where did this cause the arrow to go?
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Archery: Safety Self-Assessment
Alternative Assessment
Affective Objective
By the end of the unit students will be able to demonstrate safety by following all rules associated with archery, when using a bow and arrow 100% of the time. o NASPE 5, 6 o MACF 7.7
Equipment
1 Journal
1 pencil
Reference:
Alabama Department of Education. (2006). Retrieved February 27, 2013, from
Archery Unit website: http://www.outdooralabama.com/education/archery/
Alabama%20Archery%20Unit%20Grades%206-8.pdf
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Name:
Date:
Period:
Self-Assessment
Self-Assessment: Evaluate yourself based on the follow rules and grade yourself 1, 2, 3, or 4
according to how well you performed throughout the unit
1 I did not do this 2 I did it some of the time 3 I mostly did this 4 I did this all of the time
I. Students comply with all established rules in the classroom.
1 2 3 4
II. Students respect each others space around them.
1 2 3 4
III. Students share and use equipment safely at all times. 1 2 3 4
IV. Students listen to teachers signals by displaying effective listening skills.
1 2 3 4
V. Students come to class enthusiastic and ready to learn
1 2 3 4
Grade: __/20
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Wrestling: Role-playing (Teacher Student)
Alternative Assessment
Psychomotor Objective
By the end of the unit students will perform the skill cues of a double leg takedown to a partner with 100% accuracy. o NASPE 1 o MACF 2.9
Equipment
Wrestling mat
1 grading sheet per student
1 pencil per student
Reference:
Hamel, G. (n.d.). How to a Double Leg Takedown in Wrestling. Retrieved February
27, 2013, from eHow website: http://www.ehow.com/
how_4524190_a-double-leg-takedown-wrestling.html
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Name:
Student teaching skill:
Skill:
Directions Teacher will show the proper technique of a double leg takedown while explaining the cues to his/her student.
Skill Cues:
Score: /10
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Possible Answer Key:
Wrestling Role-playing
Name: Evan Brady__
Student teaching skill: Andrew Carlino_
Skill: Double Leg takedown__
Skill cues
Bend legs to get in a low position Burst forward, reaching on the outside of the leg Grab behind the opponents legs Drive your head into opponents side, while pulling
his/her legs in towards you Stay in contact while your opponent falls
Score: 10/10
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Wrestling: Quiz
Traditional Assessment
Cognitive Objective
By the end of the unit students will be able to show their knowledge of wrestling by receiving an 80% on a quiz on the rules of wrestling. o NASPE 6 o MACF 2.16
Equipment
1 quiz per student
1 pencil per student Reference: Welker, B. (n.d.). Overview of Wrestling Rules. Retrieved February 27, 2013,
from West Virginia Wrestling website: http://www.wvmat.com/overview.htm
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Name: _____________ Grade: /10
Date: ______________
Class: ______________
1. How many points are rewarded to the offense for a double-leg takedown? (2 pts.)
2. True/False (Circle one) (2 pts.)
A full-nelson is a widely used move in wrestling if you want to pin your opponent.
3. True/False (Circle one) (2 pts.)
You are allowed to kick or punch your opponent in order to gain an advantage.
4. How long are and how many periods are there in middle school wrestling? (2 pts.)
5. How many weight classes are there in middle school wrestling? (2 pts.) BONUS (2 pts): List all the weight classes for middle school wrestling.
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Answer Key:
Name: _____________ Grade: /10
Date: ______________
Class: ______________
1. How many points are rewarded to the offense for a double-leg takedown? (2 pts.) 2 Points
2. True/False (Circle one) (2 pts.)
A full-nelson is a widely used move in wrestling if you want to pin your opponent.
False
3. True/False (Circle one) (2 pts.)
You are allowed to kick or punch your opponent in order to gain an advantage.
False
4. How long are and how many periods are there in middle school wrestling? (2 pts.) 3 Periods (2 min. 2min. 2min.)
5. How many weight classes are there in middle school wrestling? (2 pts.) 10 weight classes BONUS (2 pts): List all the weight classes for middle school wrestling. 86-92. 101. 110. 119. 128. 139. 152. 167. 187. 187 and up.
Wrestling: Leadership in Class
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Leadership Assessment
Authentic Assessment
Affective Objective
By the end of the unit students will be able to identify different leadership techniques during gameplay at least 3 times. o NASPE 5, 6 o MACF 2.14, 2.15, 7.7
Equipment
1 assessment sheet
1 pencil Reference: Bass, B. (2012, September 24). Organizational Dynamics. Retrieved February 27,
2013, from Concepts of Leadership website: http://www.nwlink.com/~donclark/
leader/leadcon.html
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Leadership Assessment Name: __________ Date: ___________ Period: ___________ The goal of this assignment is to demonstrate leadership skills throughout the class. Throughout gameplay you and your partner will write down any leadership skill that is displayed in the class. The leadership skill can be performed by anyone in the class.
Leadership Skill and students name:
Bonus (3 pts per student): Write down at least 3 leadership skills that you performed and 3 that your partner performed.
Grade: _/8
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Bibliography
Alabama Department of Education. (2006). Retrieved February 27, 2013, from
Archery Unit website: http://www.outdooralabama.com/education/archery/
Alabama%20Archery%20Unit%20Grades%206-8.pdf
Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February 27,
2013, from National Soccer Coaches Association of America website:
http://www.nscaa.com/education/resources/fundamentals/
basic-skills-receiving-passing-shooting
Bass, B. (2012, September 24). Organizational Dynamics. Retrieved February 27,
2013, from Concepts of Leadership website: http://www.nwlink.com/~donclark/
leader/leadcon.html
Cricket America. (2010, April 10). Retrieved February 27, 2013, from Cricket
America website: http://www.cricketamerica.com/page2.html
Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,
from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html
Hamel, G. (n.d.). How to a Double Leg Takedown in Wrestling. Retrieved February
27, 2013, from eHow website: http://www.ehow.com/
how_4524190_a-double-leg-takedown-wrestling.html
How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate
Life website: http://www.trans4mind.com/cultivate-life-magazine/issue-046/
Management.html
Ledenka, T. (n.d.). Cricket. Retrieved February 27, 2013, from Cricket website:
http://www.cwu.edu/~jefferis/unitplans/cricket/index.html
PE Central's Photo Slideshows: Skill Performance Tips/Cues. (2007). Retrieved
February 27, 2013, from Tennis Forehand and Backhand website:
http://www.pecentral.org/mediacenter/photoindex_cues2.html
Reif, G. (2003, May 13). PE Central. Retrieved February 27, 2013, from Archery
Cues website: http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=3
Welker, B. (n.d.). Overview of Wrestling Rules. Retrieved February 27, 2013,
from West Virginia Wrestling website: http://www.wvmat.com/overview.htm