Assessment Portfolio

ASSESSMENT PORTFOLIO

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Brian Dunn ASSESSMENT PORTFOLIO FOR MIDDLE SCHOOL PHYSICAL EDUCATION

PHED-238 Middle School Module

Dr. Lorenzo- Spring 2013 Springfield College

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TABLE 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

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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.

That’s 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. That’s 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 doesn’t

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

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guidelines for how and what the students should be learning. If teachers don’t

follow these standards, they won’t 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 don’t 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.

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Peer Observation Checklist Authentic Assessment Psychomotor Objective: By the end of the unit, students will demonstrate a proper backhand pass with proper technique ¾ times during game-‐play

o NASPE: 1 o 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?

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Peer Observation Checklist Backhand 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 points SKILL CUES YES NO 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

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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?

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DVD ASSIGNMENT: Forehand Pass Grading Rubric Names 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

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Importance of Teamwork Worksheet Traditional 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.htm

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Importance of Teamwork Worksheet Names: _____________________________________________ 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)

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• 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

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Table Tennis Skill Test Alternative 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.asp

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Table 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

Flexed Paddle brought back at waist height

Bend wrist back towards the arm

Contact in front of the body and follow through down

Well placed towards the sides of the serving zone

Total

Trial 1 Trial 2 Trial 3 Grade: /10

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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.asp

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Table 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

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Positive Reinforcement: Table Tennis Authentic Assessment 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.html

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Positive 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: • • • •

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Rubric-‐ Bowling Traditional Assessment 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=279

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Grading 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)

4 3

2

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Approach Approach is consistent with 4 steps

Approach usually 4 steps

Approach varies between 3-‐4 steps

Approach never reaches 4 steps

Rhythm/Coordination Ball swing consistent with rhythm

Ball swing usually consistent and with rhythm

Ball swing has varying consistency and rhythm

Ball swing inconsistent and has no rhythm

Foul Line Ball always released behind foul line

Ball mostly released behind foul line

Varies with the amount of fouls over foul line

Always releases the ball over foul line

Ball Rolls Lowers body to roll the ball

Waist bent to release the ball low to roll

Ball is occasionally rolled

Ball is consistently thrown, not rolled

Grade: /16

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Video-‐ Self Analysis Authentic Assessment 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=279

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Self 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)

Yes No 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

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Bowling Journal Entry Alternative 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 student

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

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Bowling 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 lesson REQUIRED: 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)

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Softball Hitting Evaluation Sheet Traditional Assessment 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 Cues

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Softball Hitting Evaluation Sheet Each Skill Cue is worth 2 points and the hits are worth 3 points

N A M E S

Proper Grip On the Bat

Shoulder faced Toward Pitcher

Front foot steps toward The Pitcher

Throw hands at ball while opening hips

Have 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

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Softball Terms White Board Race Alternative Assessment 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.htm

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Softball Terms- White Board Race Rules: 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 fastest Scores: Group 1: /8 Bonus pts: Group 2: /8 Bonus pts: Group 3: /8 Bonus pts: Questions: • Name 3 different pitches a pitcher

uses in softball (1 pt. each) o One person in each group can only

write one pitch o Answer: change-up, fastball,

curveball, rise-ball, etc. • How many innings are in a normal

softball game? (1 pt.)

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o 7 innings • Who covers 2nd base when the ball is

hit to the 3rd baseman? (1 pt.) o 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.) o Answer: No

• Name 2 famous softball players (1 pt. each) o One person from each team can

only write one answer) o Answer: Jennie Finch, Cat

Osterman, Joan Joyce, etc. • BONUS: How much bigger is a

softball than a baseball? (2 pts.) o Answer: 3 inches in circumference

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Softball Survey Traditional Assessment 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.aspx

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Softball 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

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Yoga “Instructor” Alternative Assessment 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_categories

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Yoga Instructor- Answer Sheet Name:_________________ 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

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Yoga Quiz Traditional Assessment 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.html

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Yoga Quiz Name:_________________ 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 doesn’t 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

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Yoga Quiz Name:_____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 False Answer: 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 doesn’t 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 False Answer: False (2 pts each) Grade: 12 /12

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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.

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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 hasn’t changed. Before After

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References

Cruz, B. (2013). Yoga poses. Retrieved from http://www.yogajournal.com/poses/finder/browse_categories

Deleone, 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.aspx

Random Facts , 39 interesting facts about yoga. (2007). Retrieved from

http://facts.randomhistory.com/interesting-facts-about-yoga.html Robinson, K. (2013). Bowling. Retrieved from

http://www.naples.k12.ny.us/webpages/krobinson/resources.cfm?subpage=966132

Russell, 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.htm Strickland, S. (2009). 4 step approach to bowling. Retrieved from

http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=279 Wirszyla , C. (2008, September 21). Frisbee forehand pass. Retrieved from

http://www.pecentral.org/lessonideas/cues/ViewCues.asp?

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