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Peteassessmentreport
Peteassessmentreport
Revised 02/21/06
Date:04-28-15
Unit Activity
Softball
Standards
Addressed
WV Standards for PE
_x_ Movement Forms
_x_ Motor Skills
_x_ Physical Activity
_x_ Physical Fitness
_x_ Personal & Social Behavior
Unit Goal
Students will learn the skills and concepts of slow pitch softball. They will apply
the skills and concepts they learn in the application tasks at the end of each
class.
Unit Objectives
Measurement of Student
Learning
Psychomotor:
SWBAT perform
softball skills
(throwing, fielding,
catching, hitting,
pitching), with 80%
accuracy in each
application task at
the end of each
class.
Cognitive:
SWBAT explain
the rules and
strategies of
softball through
weekly quizzes
based off of
readings given by
the teacher.
SWBAT identify
components of
different softball
skills and answer
questions based
on the information
on weekly quizzes.
SWBAT increase
their knowledge of
health related
fitness
components
through daily
fitness tasks and
warm-ups.
Affective: SWBAT
communicate and
cooperate with
teammates
throughout
practice and
games. SWBAT
take on different
roles (coach,
trainer, equipment
manager), and
work towards team
success in
application
tasks/games.
SWBAT create
team chemistry
competency by
working together
and utilizing all
players on the
team.
of softball.
Health-Related
Fitness: SWBAT
practice and
increase their
muscular strength,
endurance, and
flexibility through
fitness training,
softball practice,
and game play
each class.
Explain how the assessment data were used to inform your planning and instructional decisions:
The assessment data helped aid the planning and instructional decision making by allowing us to see how
the students responded to the assessments and what worked and what didnt in regards to daily team
points, application tasks, quiz, etc. For the daily team points for the most part didnt need much altering
throughout the assessments. For the application task however, the assessment allowed us to see who to put
in flights together to make a more equal application task. It also allowed us to see what application tasks
were too easy or too difficult and how to make them more fitted for the students we had in the class. The
assessment also let us see what skills the students needed more practice in and which ones they seem to
be more skilled in. The assessment data on the quizzes helped us in planning on what type of questions we
should ask the students to allow them to use the most of their cognitive ability. We noticed at first the quizzes
were on the easy side and soon made them more challenging. The assessment data overall really helped us
in altering the lessons, application task, and quizzes to allow the students to achieve the unit objectives we
had for them.
Explain how the assessment data were used to determine student grades:
Students were assessed on their psychomotor abilities during the application task that took place at the end
of each class. The application task were both individual and team task depending on the lesson for that day.
The grading for the application task were 1st place= 5 points and 2nd place= 4 points and there were a total
of 12 application task. Students were assessed on their affective abilities through the daily team points which
consisted of application task as a group, team color/ attendance, and mascot. If the application task was an
individual task the total task points were added up and the team with the most got a 5 for their daily team
points and the second place team would get a 4. If the task were as a team the points were 5 for winning
and 4 for second place. Wearing team color and if the whole team was there was worth 1 point and having
the mascot was 1 point added to the daily team points. Daily team points were not for a grade but the team
with the most daily team points at the end of the class would get 5 bonus points at the end. Students were
also assessed on their cognitive abilities through quizzes on material related to the lesson. Each quiz was
worth 4 points and the 5th quiz, which was the final quiz, was worth 8 points. Lastly, the students on the last
day participated in the WVU Olympics the winning team received 20 points and the 2nd place team received
17 points.
Based on your assessment data, describe how would you modify this unit for future use:
I believe that the assessment for this unit has minor things that could be altered for future use. I think that
the roles for the students worked really well and got all the students involved as a team. I think having a role
for every person in the class would be a good way to ensure that everyone has a job or have the students
switch roles each class so they can be subjected and get a chance to perform each role. I think the daily
team points were a good way to keep the teams competitive and involved in the class. It also helped the
teams bond and showed them the importance of working as a team. I think the quizzes were also a great
part of the assessment because it allowed the students to think cognitively on the skill being learned and
gave them prior knowledge on the skill that was to be perform in class. The application task I think that
making sure its challenging for the students and not too easy is important. I think it would be a good idea to
have the students create their own application task that they could compete in and get a grade for it. Having
student use their imagination and create their own game will get the students more involved in the class.
Overall the assessment was good and minor things could be done to make it even better.