Standard 5: Assessment of Student Learning

Component 5.a: Select or create authentic, formal assessments that measure student
attainment of short and long-term objectives

Artifact: PED 434 Presentation

Date: Spring 2018

Reflection:

In my physical education statistics and assessment class, I was able to gain introductory

experience in evaluating students. In this project, my peers and I were able to teach each other

using a pre-assessment, teaching a lesson, and then a post-assessment. My partner and I taught

the basketball skill of dribbling. The class proved to be at various skill levels and it was our job

to not only teach but provide authentic assessments that proved my peers were learning. It was

valuable experience in learning how to study the skill level of students, design a lesson to

improve the individual skill level, and then doing a formal evaluation on how our peers might

have improved. It was a rewarding experience to witness improvement in our peers’ skill from

the hard work each of us put in to our lesson. This experience was important because proper

assessment is a very important skill when teaching. This is how educators can improve the skill

of each individual student. It is also essential to have assessments that are reliable and related

to the goals of the lesson. This will make evaluating your students and even your own teaching

easier. Proper assessments show the educator where their students’ stand in relation to their

skill level and how well they are teaching. Taking your own teaching in consideration is an

important aspect in continuing to be the best teacher you can be.

 Standard 5 Artifact

Basketball
Analysis of Dribbling
Middle School Physical Education
Instructor: Dr. Kaya
TC: Kevin Gaussaint

Table of Contents:

Part 1:
Objectives and Standards
Psychomotor Objective
Cognitive Objective
Affective objective
Part 2:
Assessments and Descriptions
Part 3:
Analysis of results
Part 4:
Improvements
Part 5: Grading

Part 1: Objectives and Standards

Goal Standard Assessment Domain

During the lesson, Standard 1: 0-2 grading Psychomotor
students will be able Demonstrates scale
to obtain a competency in a
controlled dribble variety of motor skills
from the baseline to and movement
half court. patterns

At the end of class, Standard 4: exhibits 0-2 Grading Affective

students will responsible personal scale
demonstrate and social behavior
teamwork by that respects self and
working together in others.
a small sided game
 and picking up the
equipment.

By the end of the Standard 3: End of lesson Cognitive

lesson, students will demonstrates the quiz
fill out an exit quiz knowledge and skills
that will assess the to achieve and
student’s knowledge maintain a health-
on proper dribbling enhancing level of
technique. physical activity and
fitness.

For our psychomotor domain, our goal was for the students to be able to have a

proficient understanding on the cues for dribbling a basketball. We explained the cues

to them, and gave demonstrates on how the skill is supposed to be performed. We used

a rubric 0-2 scale to assess the students on the 4 main cues we talked about. By the

end of our class the students had multiple opportunities to practice their dribbling

For our cognitive goal, we were hoping that the students would get a 75% or

higher on end of the lesson quiz. During the lesson, we stated multiple times cues or

answers that would be on the quiz. As for our results, all the students were above our

goal and scored a perfect score of 100%

 For our affective goal, the instructors graded the students on a 0-2 rubric scale

while they were playing a 2v2 game towards the end of the lesson. On our rubric, we

were looking for: Staying on task, helps put equipment away, demonstrates teamwork,

and demonstrates effort. All students scored a perfect score on all four of the

categories.

Part 2: Assessment and Descriptions

End of Lesson Quiz

Name___________________

True or False

_______ 1) While dribbling you should have a slight flexion in your hips and Knees?

_______ 2) To be an affective dribbler you should always have your eyes watching the

ball?

_______ 3) When dribbling, you will have more control of the ball using your palm to hit

it rather than your fingers?

______ 4) You are allowed to take 3 steps with the ball before you start dribbling?

______ 5) Both hands are allowed to touch the ball while you are dribbling

Our Cognitive quiz consisted of the above true and false assessment. The quiz is

a reflection of cues and common rules that were said by the instructor time after time.

This quiz also gives instructors the opportunity to see how well the students pay

attention. The content was repeated numerous times throughout the lesson. This quiz
also helped to see the retention skills as well. The goal of the quiz was to score at least

⅘ correct for an 80% rating.

2- Always Eyes Can use both Uses Finger Control of

1- Forward hands Tips Dribble
Sometimes
0-Never

Student 1 1 2 2 2

Student 2 1 2 2 1

Student 3 2 2 2 2

Student 4 1 2 2 2

The above chart was the psychomotor assessment. It was based on a rating

from 0-2. Zero being that the cue was never present. One represented the cue

sometimes being present and two represented the cue always being present in

performance. This was an opportunity to assess the students based on ability and what

they have learned from practice and observation. The students got assessed on the four

cues that are essential for success in dribbling. These cues are to keep your eyes

forward, use both hands, use fingertips, and keep control of your dribble.
 0-Never true Stays Help Put Demonstrates Demonstrates
1- Sometimes on task away teamwork effort
true equipment
2-True most
of the time

Student 1

Student 2

Student 3

Student 4

The above chart was the affective assessment. It was based on a rating from 0-

2. Zero being that the task was never present. One represented the task sometimes

being present and two represented the task always being present in performance. This

was an opportunity to assess the students’ affective skills. Effort and teamwork are

essential in a middle school level physical education setting. The ability to show

responsibility and staying on task was determined just as important to assess as well.
 Part 3: Analysis and Results

The graph above shows our psychomotor pre-assessment. We graded the

students on a 0-2 scale on four different criteria’s; Eyes forward, uses both hands, uses

fingertips, and Maintains control. The graph below shows our Psychomotor post assess

.
 The graph above shows the results of our collective data for the affective domain.

Similar to the psychomotor assessment we graded the students on a 0-2 scale. On this

rubric, we were looking for if the students stayed on task, helped put away equipment,

demonstrated teamwork, and demonstrated effort. As the results show all the students

got the highest possible scores on our grading scale.

 The graph above shows the students overall results on the end of lesson

cognitive quiz we handed out. The quiz was a five question true or false assessment

and we were looking for a score of at least 3 out of 5. As the results show all the

students did outstanding and got perfect scores on the cognitive assessment.

Part 4: Improvements

The students showed great improvements in the psychomotor domain. This was

the only domain that we pre-assessed. 75% of the class improved in keeping their eyes

forward when dribbling. They were no improvements in the ability to dribble with both

hands and using the fingertips because all of the students received the highest score

possible in those two cues in the pre-and post-assessment.

The instructors could make some improvements in their assessing. In our next

unit, we could add pre-assessments for the Cognitive and the Affective, instead of just
doing it for the psychomotor domain. For our assessment, we could have a more

complex grading rubric that covers more aspects for the domains. One advantage of our

assessment scale was that it was simple to use. On the other hand, if we had a more in-

depth scale then we could have had a wider range of results. We could also possibly

introduce technology in our teaching. A video of proper dribbling technique could have

been introduced in the instructional setting as well.

Part 5: Grading

For our grading system, we divided it up into four categories that are all worth a

total of 25% each. The reason we did this is because we thought that all four categories

were equally important. The reason we made attendance worth so much of our grading

system was because we were missing half the class when we did our post assessment.

As for participation, we thought it would be good to have it worth so much so the

students put more effort into class. Skills is also a very important aspect of physical

education so that is why we made it the percentage it is. We want to make sure that the

students know how to perform the skills. Lastly, for our cognitive aspect of the class we

had all quizzes and other assessments be worth 25%. The reason we did this is

because we want the students to understand the content that they are being taught.