Assessment Portfolio

ASSESSMENT PORTFOLIO

Brian Dunn

ASSESSMENT PORTFOLIO FOR MIDDLE SCHOOL PHYSICAL EDUCATION

PHED-238

Middle School Module

Dr. Lorenzo- Spring 2013

Springfield CollegeTABLE OF CONTENTS

Pgs 4-5: Philosophy of Assessment

Pg. 6: Invasion Sport: Ultimate Frisbee

Pgs 7-8: Peer Observation Checklist

Pgs.9-10: DVD Assignment

Pgs. 11-12: Importance of Teamwork

Pg 13: Net/Wall Sport: Table Tennis

Pgs. 14-15: Skill Test: Forehand Serve

Pgs. 16-17: Terms & Examples

Pgs. 18-19: Positive Reinforcement

Pg. 20: Bowling

Pgs 21-22: Rubric- 4-Step Approach

Pgs. 23-24: Self Analysis Video- 4-Step Approach

Pgs. 25-26: Bowling Journal Entry

Pg. 27: Striking/Fielding Sports: Softball

Pgs. 28-29: Hitting Evaluation

Pgs. 30-32: White Board Race

Pgs. 33-34: Sportsmanship Survey

Pg. 35: Lifetime/Leisure Sport

Pgs. 36-37: Yoga Instructor

Pgs. 38-40: Yoga Quiz

Pgs. 41-42 How do you feel?

Pg. 43: References

PHILOSOPHY OF ASSESSMENT

Assessment within physical education should be used more as an enhancement of learning rather than a documentation of learning. Many things can come from a teacher assessing his or her students. When you assess, it is important not to focus on students changing, attendance, effort, etc. You want to assess so you can see how the student has progressed throughout the lessons. Not only can you see where a student may need some improvement, but you can also see where you as a teacher need to improve.

Teachers need to be able to see what a student is learning within their class. Thats why using various types of assessment is also important. Students learn in different ways. Some students may not be able to perform the skill even though they might know exactly how it should be performed. Thats why teachers should assess in different ways than just a checklist, rubric, or performance test. Teacher should implement authentic, traditional, and alternative assessments all throughout their careers. This way, students who are at a disadvantage physically can still have success in projects, tests, and other assignments. It is critical that a teacher doesnt assess his or her students just at the beginning and end of a unit. Keep assessing throughout each unit so you see how each student is progressing. This is how a teacher will know learning is taking place. There are many different ways at teacher can assess. Its not all about quizzes and tests. As long as the assessment assesses what it needs to, it is an effective one.

It is important for teachers to follow National and State standards when assessing in physical education. These standards are what give the teachers guidelines for how and what the students should be learning. If teachers dont follow these standards, they wont be getting much of anything out of their physical education class.

Technology has been becoming increasingly important in these times. Using various types of technology can be important. If students are assessed using various types of technology, this gives teachers the opportunity to visually see what students have learned in class. Using technology, such as a DVD assignment to break down a skill, can be helpful because a teacher can see how well the students know and break down a skill used within the unit. Using technology gives the student a new and fun way to enhance their learning in physical education.

Teachers need to be sure that their assessments line up with their objectives for that unit. When a new unit is started, a teacher needs to look at his or her curriculum and create unit objectives for what he or she is trying to teach. Then, each lesson needs to have its own objectives. Each assessment being used needs to line up with the lesson and unit objectives so that a teacher knows they are working towards what it is the teacher is teaching.

Assessing in physical education is just as important as assessing in any other subject students go through in school. Tests, quizzes, and projects dont have to all be used in the classroom. A physical education teacher needs to get their students to be engaged within their activities and make sure learning is taking place. The only way physical educations teachers can do this is through assessments of the students.

Peer Observation Checklist

Authentic Assessment

Psychomotor Objective: By the end of the unit, students will demonstrate a proper backhand pass with proper technique times during game-play

NASPE: 1

MACF: 2.8, 2.9

Equipment

Frisbees

20 Cones

Pinnies

1 Checklist per student

Reference:

Russell, A. (2003, May 22). Backhand frisbee throwing. Retrieved from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?

Peer Observation ChecklistBackhand Frisbee Pass

Name:_______________________________

Date: _______________________________

Student You Are Assessing:

Put a check under yes if the skill cue was performed

Put a check under no if the skill cue was not performed

Each skill is worth 2 pointsSKILL CUESYESNO

Did the student point his/her shoulder towards his/her target?

Did the student step towards the target?

Was the disk brought towards the body by curling the arm?

Did he/she extend his/her arm?

Was the wrist snapped to execute the throw?

Grade: /10

Skill DVD: Forehand Frisbee Pass

Alternative Assessment

Cognitive Objective: By the end of the unit, students will be able to determine the proper technique of the forehand Frisbee pass by creating a video demonstrating the proper cues of the forehand pass and scoring 16/21 points.

NASPE: 2

MACF: 2.9

Equipment:

1 Video Camera

1 Frisbee per group

Reference:

Wirszyla , C. (2008, September 21). Frisbee forehand pass. Retrieved from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?DVD ASSIGNMENT: Forehand Pass

Grading RubricNames of Students in the Group:

_____________________________________________________________Students must work in groups of 3-4. The object of this assignment is to create a DVD breaking down the skill cues of the forehand pass. These will be presented to the class at the end of the unit. Students will be graded using a variety of numbers based upon the importance of the objective.

Cues are accurate and well defined in the presentation

1 2 3 4 5 6

Cues are effectively demonstrated

1 2 3 4 5

Students show appropriate attire when performing the skills

1 2 3 Project shows creativity

1 2 3 Overall quality of the presentation

1 2 3 4

Total: /21

Importance of Teamwork WorksheetTraditional Assessment

Affective Objective: By the end of the unit, students will recognize the importance of teamwork to achieve a certain goal by answering questions on teamwork in pairs of 2, scoring 14/17 points.

NASPE: 5

MACF: 2.14

Equipment

1 worksheet per pair

1 pencil/pen per group

Reference:

Importance of team and team work. (2008). Retrieved from http://www.managementstudyguide.com/importance-of-team.htmImportance of Teamwork WorksheetNames: _____________________________________________

Date:__________________________

Class:__________________

1. What can you do for a classmate who you find is struggling with a Frisbee throw? (5 pts.)

2. What are two compliments you can give a classmate who is performing well in the activity? (1 pt. each)

3. What benefits can you get out of using your whole team to perform in a game? (5 pts.)

4. If a teammate is struggling to perform a throw, what can you say to increase their confidence? (5 pts.)

Total: /17

Table Tennis Skill TestAlternative Assessment

Psychomotor Objective: By the end of the unit, students will be able to successfully perform a well-placed forehand serve using the correct skill cues in a table tennis match with 2/3 attempts.

NASPE: 1

MACF: 2.9, 2.8

Equipment:

Table Tennis Table

1 Paddle per Student

1 Ball per Student

1 Grading Sheet

Reference:

Table tennis information. (1995). Retrieved from http://www.megaspin.net/info/strokes.aspTable Tennis Skills Test

Name:_____________________________

Date:_____________________________

Period:___________________________

Give a check under each category that student successfully performs. Take the two best out of the three trials.

Knees FlexedPaddle brought back at waist heightBend wrist back towards the armContact in front of the body and follow through downWell placed towards the sides of the serving zoneTotal

Trial 1

Trial 2

Trial 3

Grade: /10

Terms/Examples- Table Tennis Serves

Traditional Assessment

Cognitive Objective: By the end of the unit, students will be able to define terminology used in table tennis and give an example each by scoring 20/25 on the sheet.

NASPE: 2

MACF: 2.14

Equipment:

1 term sheet per student

1 pencil per student

Reference:

Table tennis terms. (1995). Retrieved from http://www.megaspin.net/info/glossary.aspTable Tennis Terms & Examples

Name:________________________________

Date:_________________________________

Period:______________________________

For this assignment, define each term given and then give an example of how this would be used/occurs in a table tennis match (2 pts each definition/ 1 pt. for each example)

Backhand:

Example: Backspin:

Example:

Serve:

Example:

Topspin:

Example:

Smash:

Example:

Total: /15

Positive Reinforcement: Table Tennis


Affective Objective: By the end of the unit, students will be able to identify different ways to give positive reinforcement during game play at least 5 times.

NASPE: 5

MACF: 2.15

Equipment:

Table Tennis Table

Ping Pong Ball- 1 per pair of student

1 paddle per student

1 pencil

1 reinforcement worksheet

References:

Positive reinforcement in the classroom. (2000). Retrieved from http://www.buzzle.com/articles/positive-reinforcement-in-the-classroom.htmlPositive Reinforcement Worksheet

Name:___________________________

Date:__________________________

Period:________________________

Name of Partner:______________________________________

The goal of this assignment is to give your partner as much positive reinforcement as you can during game play. You must write the different comments your partner gave you on your sheet. Keep score of the match, add on points to your score for each positive comment given.

Bonus: .5 points will be given for positive reinforcement to someone on the opposite team

Comments:

Bonus:

Rubric- Bowling


Psychomotor Objective: By the end of the unit, students will be able to perform a consistent approach by scoring a 13/16 on the rubric

NASPE: 1

MACF: 2.8, 2.9, 2.10

Equipment:

Bowling Balls- 1 per student

1 set of pins for each pair

References: Strickland, S. (2009). 4 step approach to bowling. Retrieved from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=279Grading Rubric- 4 Step Approach

Name:____________________________

Date:_____________________________

Period:___________________________

With this activity students will be performing a 4-step approach to bowling. The teacher will be using a 1-4 scale. A check will be marked under each number for the skill being performed. (4: Exceeds Standards 3: Meets the Standard 2: Omits purposes of the task 1: Fails to achieve purpose of the task)

4321

Approach Approach is consistent with 4 stepsApproach usually 4 stepsApproach varies between 3-4 stepsApproach never reaches 4 steps

Rhythm/CoordinationBall swing consistent with rhythmBall swing usually consistent and with rhythm Ball swing has varying consistency and rhythmBall swing inconsistent and has no rhythm

Foul LineBall always released behind foul lineBall mostly released behind foul lineVaries with the amount of fouls over foul lineAlways releases the ball over foul line

Ball RollsLowers body to roll the ballWaist bent to release the ball low to rollBall is occasionally rolledBall is consistently thrown, not rolled

Grade: /16

Video- Self Analysis


Cognitive Objective: By the end of the unit, students will be able to view themselves performing a 4-step approach to bowling during game play, and assess themselves performing the skill by scoring 20/25 points.

NASPE: 2

MACF: 2.14

Equipment:

Video of Student Performing 4-step approach

1 Worksheet per Student

1 Pen/Pencil per Student

Reference:

Strickland, S. (2009). 4 step approach to bowling. Retrieved from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=279Self Analysis: 4-Step Approach

Name:________________________________

Date:_______________________________

Period:_____________________________

Your goal is to assess the video of yourself performing the 4-step approach to bowling during game play. On the checklist below, check off the skill cues that you believe you performed successfully. (I will be watching these videos also so be honest) On skill cues you did not adequately perform, give an explanation on how you can improve those skills. (1 pt. per skill)YesNo

Step forward with the foot that is on same side hand is on

Continue holding ball on the second step

On the 3rd step, the rolling arm comes straight down at your side and back

Squat down on 4th step and bring rolling arm forward and follow through

What skills did you not execute successfully? (1pt.)

From what you learned in class, what can you do to improve these skills or skill? (5 pts)

Grade: /10

Bowling Journal EntryAlternative Assessment

Affective Objective: By the end of the unit, students will have wrote in their journal about how they felt about bowling after each week and score a 12/15 for their journal entries.

NASPE: 5

MACF: 2.15

Equipment:

One notebook/journal per student. 1 pencil per studentReference:

Robinson, K. (2013). Bowling. Retrieved from http://www.naples.k12.ny.us/webpages/krobinson/resources.cfm?subpage=966132Bowling Journal Assignment Sheet

Name:_______________________________

Date:______________________________

Period:_____________________________

Final Grade: /15 (Each response is worth 5 pts)

At the end of each week of bowling, you will be writing in your journal. What you can write about for each week is listed below:

3 things you feel you need to improve on 3 things you feel you did well on How you felt about the support of your classmates for that week Certain things you enjoyed about the lessonREQUIRED: After you finish writing about one of the 3 subjects above, give a 1-2 sentence response on something Mr. Dunn could do to have improved the lesson.

How you will be graded: Responses must be at least 1 paragraph long (1 pt.) Responses must be in complete sentences (1 pt.) 1 thing Mr. Dunn needs to improve on (1 pt.) Topics are answered completely (2 pts.) Grammatical Mistakes (- .5 for each error)

Softball Hitting Evaluation Sheet


Psychomotor Objective: By the end of the unit, students will demonstrate successfully hitting baseballs 3/5 times with proper technique in game play.

NASPE: 1

MACF: 2.8, 2.9

Equipment:

Softball Field

Softball bats of varying weights and lengths

1 Pencil

1 Evaluation Sheet

Reference:

Softball skill cues. (2013). Retrieved from http://allenpe.wikispaces.com/Softball Skill CuesSoftball Hitting Evaluation Sheet

Each Skill Cue is worth 2 points and the hits are worth 3 points

N

A

M

E

SProper

Grip

On the

BatShoulder faced

Toward

PitcherFront foot steps toward

The

PitcherThrow hands at ball while opening hipsHave a level swing (no cut up or down)Follow Through

(Bat should hit you in the back)Did the student achieve 3/5 hits?Total

Score

/15

Softball Terms White Board Race


Cognitive Objective: By the end of the unit, students should be able to recognize key terms and rules of softball by correctly answering 5/5 questions at the end of the unit.

NASPE: 2

MACF: 2.14

Equipment:

3 White Boards (1 per team)

1 Marker per Team

1 Question Sheet (for the teacher to read out)

References:

Softball terms. (2004). Retrieved from http://www.strait2glory.com/CSA/Players/softball_terms.htmSoftball Terms- White Board RaceRules: The teacher will read a question off to the students. The teams must race to the white board to answer the question the quickest. Each team will be rewarded a point for getting the question right. A bonus point will be given for getting it right the fastestScores:

Group 1: /8 Bonus pts:



Questions:

Name 3 different pitches a pitcher uses in softball (1 pt. each)

One person in each group can only write one pitch

Answer: change-up, fastball, curveball, rise-ball, etc.

How many innings are in a normal softball game? (1 pt.)

7 innings

Who covers 2nd base when the ball is hit to the 3rd baseman? (1 pt.)

Answer: 2nd baseman

If a ball were to be hit to the right field, and the ball lands to the RIGHT of the foul line, would this be a fair ball? (1 pt.)

Answer: No

Name 2 famous softball players (1 pt. each)

One person from each team can only write one answer)

Answer: Jennie Finch, Cat Osterman, Joan Joyce, etc.

BONUS: How much bigger is a softball than a baseball? (2 pts.)

Answer: 3 inches in circumference

Softball Survey


Affective Objective: At the end of the unit, students will be able to identify the importance of sportsmanship in softball by filling out the survey for 5 points.

NASPE: 5

MACF: 2.15

Equipment:

1 Pencil

1 Survey Sheet

Reference:

Gorenc, B. (2010, March 29). Softball builds teamwork on, off field. Retrieved from http://www.in.ng.mil/PublicAffairs/LatestNewsandVideoClips/tabid/831/articleType/ArticleView/articleId/261/Softball-builds-teamwork-on-off-field.aspxSoftball Sportsmanship Survey

Students will fill out the survey based upon the importance of encouragement in softball. The survey will have a scale of:

1= Not Important

2= Somewhat Important

3= Important

4= Extremely Important

(Circle your response)

1. Positive Support

1 2 3 4

2. All players give it their all

1 2 3 4

3. Communication in the field

1

2

3

4

4. Raising a teammates spirit when they made a mistake

1 2 3 4

5. Being respectful to all coaches and umpires

1 2 3 4

Total: 5 Points

Yoga Instructor


Psychomotor Objective: By the end of the unit, students will be able to perform multiple 3 yoga poses with 100% accuracy.

NASPE: 1

MACF: 2.9

Equipment:

1 Pencil

1 Answer Sheet

Yoga Mats- 1 for each student

Task Sheets

Reference:

Cruz, B. (2013). Yoga poses. Retrieved from http://www.yogajournal.com/poses/finder/browse_categoriesYoga Instructor- Answer SheetName:_________________

Date:__________________

Instructions- there will be 6 yoga poses posted around the gym. Each student will take turns being the yoga instructor. One student must teach the skill cues to their partner. Once the skill cues are taught and performed, the student must write the skill cues down without looking at the task sheet. (Poses include Downward Dog, Low Lunge, Warrior 1-2, and High Lunge) Each student should perform 3 and teach 3 poses.Name of Pose:_______________

Skill Cues of Pose:

1.

2.

3.

4.

5. Name of Pose:_______________

Skill Cues of Pose:

1.

2.

3.

4.

5. Name of Pose:_______________

Skill Cues of Pose:

1.

2.

3.

4.

5.

Grade: /15

Yoga Quiz


Cognitive Objective: By the end of the unit, students will be able to identify basic terms and components of yoga on a quiz by scoring a 10/12.

NASPE: 2

MACF: 2.15

Equipment:

1 pen/pencil per student

1 quiz per student

Reference:

Random Facts , 39 interesting facts about yoga. (2007). Retrieved from http://facts.randomhistory.com/interesting-facts-about-yoga.htmlYoga QuizName:_________________

Date:__________________

Period:_________________

1) Yoga is a physical and mental practice that involves the body, mind and spirit True False

2) Yoga is designed to strengthen bones True False

3) The name of the founder of Yoga teachings is Patanjali

True

False

4) Yoga works the fitness component of muscular strength

True

False

5) The real part of yoga doesnt happen when your performing the exercises, it happens when you relax afterwards

True

False

6) Yoga is not a good exercise to perform with joint pain

True

False

(2 pts each)

Grade: /12

Yoga QuizName:_____Answer Key____________

Date:__________________

Period:_________________

1) Yoga is a physical and mental practice that involves the body, mind and spirit True False

2) Yoga is designed to strengthen bones True FalseAnswer: False

3) The name of the founder of Yoga teachings is Patanjali

True

False

Answer: True

4) Yoga works the fitness component of muscular strength

True

False

Answer: False

5) The real part of yoga doesnt happen when your performing the exercises, it happens when you relax afterwards

True

False

Answer: True

6) Yoga is not a good exercise to perform with joint pain

True

FalseAnswer: False

(2 pts each)

Grade: 12 /12

How Do You Feel? Authentic Assessment

Affective Objective: By the end of the unit, students will be able to relate how they feel prior to performing yoga poses to how they feel after yoga poses on a Venn Diagram after each lesson and score a 5/5.

NASPE: 5

MACF: 2.16

Equipment:

Yoga Mats

Venn Diagram Sheet

1 pencil per student

Reference:

Deleone, M. (Graduate Assistant, February 27, 2013) Assessments. Middle School Module 238. Lecture conducted from Springfield College, Springfield.

Yoga: How Do You Feel?

Name:______________________

Date:________________________

Before each yoga lesson, I want you to go on the before side of the Venn Diagram. On this side, I want you to tell me how you are feeling that day. (Examples: Stressed, Tight, Upset, etc) They can be good things as well. After we have completed the yoga lesson, I want you to fill out the right side labeled After. Here, I want you to tell me anything that has improved after performing yoga. In the middle, put anything that hasnt changed. Before After

References

Cruz, B. (2013). Yoga poses. Retrieved from http://www.yogajournal.com/poses/finder/browse_categoriesDeleone, M. (Graduate Assistant, February 27, 2013) Assessments. Middle School Module 238. Lecture conducted from Springfield College, Springfield.

Gorenc, B. (2010, March 29). Softball builds teamwork on, off field. Retrieved from http://www.in.ng.mil/PublicAffairs/LatestNewsandVideoClips/tabid/831/articleType/ArticleView/articleId/261/Softball-builds-teamwork-on-off-field.aspxRandom Facts , 39 interesting facts about yoga. (2007). Retrieved from http://facts.randomhistory.com/interesting-facts-about-yoga.htmlRobinson, K. (2013). Bowling. Retrieved from http://www.naples.k12.ny.us/webpages/krobinson/resources.cfm?subpage=966132Russell, A. (2003, May 22). Backhand frisbee throwing. Retrieved from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?

Softball terms. (2004). Retrieved from http://www.strait2glory.com/CSA/Players/softball_terms.htmStrickland, S. (2009). 4 step approach to bowling. Retrieved from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=279Wirszyla , C. (2008, September 21). Frisbee forehand pass. Retrieved from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?PAGE 3

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Assessment Portfolio