PhysicalEducation

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.

1. Analyzing Student Learning

a. Identify the specific learning objectives measured by the assessments you chose for
analysis.
[During these lessons students will be evaluated on their ability to perform 3 key exercises
within a strength and conditioning unit. A performance assessment rubric will be used to assess
students ability to demonstrate proper form for each exercise by breaking down the movement
and focusing on completing critical elements with-in each movement/exercise.
The students will be assessed on their ability to demonstrate the following critical elements of
the bench press: have a solid base, slight arch in lower back, proper grip of bar, breathing
technique, eyes open, and full range of motion. Second, students will be assessed on their
ability to demonstrate proper squat technique, which includes: solid base, proper placement of
bar bell, proper breathing, and range of motion. Finally, students will be assessed on their ability
demonstrate proper technique for dead lift but meeting the following criteria: solid base, head
up/hips down, eyes up, and full range of motion. ]
b. Provide a graphic (table or chart) or narrative that summarizes evidence of student
learning for your whole class (or, if more than 30 students, group) in the psychomotor
domain and at least one other domain (cognitive and/or affective). Be sure to summarize
student learning for all evaluation criteria submitted in Assessment Task 3, Part D.
[This group of students overall did well on the performance assessment. There seemed to be
some consistency in that students were not demonstrating full range of motion in the leg
exercises but most showed proficiency in their ability to perform the bench. While there was not
formal cognitive assessment for their ability to perform spotting duties, as I assessed students
who were performing a lift I gave corrective feedback to their spotters.]
c. Analyze the patterns of learning for the whole class (or group) and differences for
groups or individual learners relative to competencies targeted in the psychomotor
domain and at least one other learning domain (cognitive and/or affective).
[The main pattern I noticed as a group was a lack of ability to demonstrate full range of motion
in both the bench and squat exercises. Often time students either did not bring the bar all the
way to their chest when benching or did not get all the way down to parallel when squatting. I
believe this is a product of not only a lack of understanding for the critical elements of these
movements but also a lack of flexibility and mobility. I can address these deficiencies through a
focus on increasing flexibility during dynamic warm-ups and stretching. Cognitively students
seem to understand what is needed to properly and safely be a spotter in the weight room but I
feel a lack of focus while completing this duty inhibits students performance.]
d. Cite direct evidence from the focus student work samples and/or the written
documentation of the assessment of the psychomotor activity to support the analysis.
Consider what students understand and do well, and where they continue to struggle
(e.g., strengths, weaknesses, common errors, confusions, need for greater challenge).
[See attached performance assessment.]
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Task 3: Assessment Commentary

e. If a video work sample occurs in a group context (e.g., discussion), provide the name of
the clip and clearly describe how the scorer can identify the focus student(s) (e.g.,
position, physical description) whose work is portrayed.
[N/A]
2. Feedback to Guide Further Learning
Refer to specific evidence of feedback provided to the 3 focus students about their
performance in the psychomotor domain and at least one other learning domain (cognitive
and/or affective) to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 3 focus
students. For each assessment, submit the same type of feedback (i.e., video, audio,
written) for all 3 focus students. Choose up to two of the following across all
assessments. (Delete choices that do not apply.)

As rubrics, rating scales, or checklists with written feedback

As a separate document file with written feedback provided to students
If video or audio feedback occurs in a group context (e.g., game, discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description, student quote) who is being given feedback. Submit any written feedback for
all 3 focus students in one file.
[I used a rubric to assess each of the 3 students on their ability to complete the central focus for
each lesson as well as give feedback. I used the same document for both because I felt the
student would better benefit from having the rubric in front of them when I went over their score
so they could see what they did right and what they needed to work on.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[My 3 focus students had lots of positives to take from this assessment as they did many of the
skills correctly. By talking to students individually about what they could do to improve their
technique they received direct and specific feedback as it relates to them rather than general
feedback to the group that may or may not help them. By having the rubric as a visual aid to
show the students again what exactly I am looking for students get another chance to break
down the movement and see what they are doing right as well as what needs more work]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives. Use of feedback can occur in a
different task or lesson within the learning segment or at a later time.
[These exercises will be revisited often as we continue through the semester so there will be
ample time to provide more specific instruction to each student as well as opportunities for them
to continue to improve. Each day we are back in the weight room will give me a chance to
observe students and their progress towards becoming proficient at completing these exercises.
I will monitor students on a daily basis and give feedback as it relates to each specific student
and their technique.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.

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PhysicalEducation
Task 3: Assessment Commentary

You may provide evidence of students language use from ONE OR MORE of the
following sources:
1. Video clip(s) from Instruction Task 2. Provide time-stamp references for evidence of
language use.
2. An additional video file named Language Use of no more than 5 minutes in length. Cite
student language use. (This can be footage of one or more students language use.)
Submit the clip in Assessment Task 3, Part B.
3. The student work samples analyzed in Assessment Task 3. Cite language use.
4. Other written evidence of language use from the learning segment. Submit this written
evidence in Assessment Task 3, Part B.

a. Explain and provide concrete examples for the extent to which your students were able
to use or struggled to use the

selected language function,

vocabulary, AND
syntax or discourse
to develop content understandings.
[Providing opportunities for students to demonstrate their ability to complete each learning
objective is plentiful in a PE class due to the nature of the course. Going forward I need to
provide more opportunities for students to show me the understand the tasks by asking them to
describe the movements verbally either in a group setting or one on one. This will allow students
who are not as developed physically to show they understand the material even if they cant
demonstrate it. Once I see that students at least understand the critical elements of specific
exercises I can then build on that knowledge by bringing attention to flaws in students
movements in hopes of connecting the two.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bd, describe next
steps for instruction:

For the whole class

For the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners, or
students with higher/lower proficiency levels).
[When looking at how my analysis of the assessments will impact instruction as a group I will
focus on forming large generalizations about students ability to perform the movements and
continuously remind students of the steps the are missing. Prompts throughout warm-ups as
well as in the weight room focused on developing student competencies in specific areas that
need improvement will be something I focus on in hopes of further development as a whole
class. As for the 3 focus students I feel it will be key to focus on observing their progress
towards proficiency and continue to give specific feedback. I will consider providing visual aids
at each station which will show what proper technique looks like as well as have prompts listed
designed to provided all students with reminders of what proficiency looks like. It is my hope that
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PhysicalEducation
Task 3: Assessment Commentary

this will bridge the gap between any IEP students who struggle with demonstrations as a form of
learning style.]
b. Explain how these next steps follow from your analysis of students learning. Support
your explanation with principles from research and/or theory.
[Gardners theory of multiple intelligences (1991) states, students learn in ways that are
identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole would be better served if disciplines could be presented in a numbers of ways and learning
could be assessed through a variety of means. With this in mind I will work towards not only
providing students with linguistic forms of instruction but also visual and bodily-kinesthetic forms
of instruction. Furthermore, providing students with opportunities to learn through interpersonal
and intrapersonal experiences will help to develop both intrinsic motivation as well as valuable
social skills. When students have opportunities to work in a group setting they will begin to
understand the value of working well with others when trying to complete a common goal. Also,
providing opportunities for intrapersonal learning will develop students understanding of ones
self through goal setting and completion as well as the benefits of intrinsic motivation.]

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permitted only pursuant to the terms of a written license agreement.