Standard 5: Assessment of Learning

Component 5.a: Select or create authentic, formal assessments that measure student attainment of short

and long-term objectives

Artifact: PED 321 Assessment of FMS w/preK

Date: Fall 2018
Reflection:
My overall experience in PED 321 was amazing. This class was unique due to the fact
that we had the opportunity to work with pre school age students. At the start of the semester we
analyzed one students skill level in basic FMS skills and tracked their progress of the course of
the semester. Every week we would have the opportunity to work with this student and enhance
their skills. At the end of the semester we analyzed their movements again and tracked them to
see their overall improvement from start to end.
This assignment relates to Component 5.a because creating this assessment, allowed me
to measure and create short- and long-term objectives over the entire semester. This artifact is
extremely beneficial to my growth and development as a teacher because it gave me a unique
experience on how to create activities for students based on their skill level. Now that I have the
experience creating short- and long-term objectives I will be able to implement this in the future
and be prepared to teach students of varying skill levels.
 Pre & Post Test Analysis of Gross Motor Skills

Name child: __Bryce________________ Name Evaluator: __Chris Urio___________________

1. Complete the TGMD-2 modified assessment sheet

2. Complete the table using the pre and post data from the assessment

Locomotor Subtest
Skills Pre-Test Skill Score Post-Test Skill Score
Count up the #of 1’s Count up the #of 1’s
Run 8/8 6/8
Gallop 0/8 4/8
Hop 2/10 8/10
Leap 2/6 4/6
Horizontal Jump 2/8 8/8
Slide 8/8 6/8
Skip 3/6 3/6
Raw total score (sum of all subscores) 23/54 39/54

Object Control Subtest

Skills Pre-Test Skill Score Post-Test Skill Score
Count up the #of 1’s Count up the #of 1’s
Striking long handed 7/10 7/10
Catch 6/6 4/6
Kick 2/8 4/8

Underhand Throw NV 5/8

Overhand Throw 2/8 2/8

Roll 6/8 4/8

Dribble 0/8 0/8

Raw Total Score (sum of all subscores) 23/56 26/56

Stability Subtest
Skills Pre-Test Skill Score Post-Test Skill Score
Count up the #of 1’s Count up the #of 1’s
Static Balance 2/8 2/8

Dynamic Balance 8/10 4/10

Raw Total Scores (Sum) 10/18 6/18
2. Quantitative Analysis: Create and insert a graphical image of the different scores comparing the pre and
post-test (show all skills but use different charts so you can compare the data easily) – Hint: use Excel,
copy and paste the above data into excel and click graph – bar graphs are usually the best for this type of
data.
3. Provide a qualitative analysis of the growth and performance of the child over time (explain the data and
graph in words and in detail – each skill category should show some insight!).

Over the course of this class Bryce has showed an overall improvement in his skills. From start to end
Bryce improved in some categories but also showed some decline in a few as well. I mainly think that this
due to the video recording. Being filmed could have made him a little nervous or anxious as well. In the
locomotor skills Bryce showed a great improvement in galloping, hopping and leaping as well as horizontal
jumping. The two locomotor skills he showed a decline in were running and sliding. Mainly I think this
happened because he was in a rush to get the skills over with. From the start to the end of class though
Bryce’s raw skill total did see an increase. When it came to manipulative skills Bryce showed an increase
in kicking and underhand throwing. In catching and underhand rolling, he showed a decline. Catching at
this age is very random. A student can catch one minute and then not be able to the next. It all depends
when you get the opportunity to record the video. Similar with the locomotor skills he could have rushed his
way through when he was rolling. With static balance there was not an increase or decrease in skill. With
dynamic balance there was a little bit of a drop off. This could have been due to a poor trial or he could
have walked too fast on the balance beams and lost his balance or seemed unstable during his video trials.

4. From your experiences, provide three activities / pieces of advice to give to the parent that could help the
child improve.

Overall Bryce was a very experienced student for his age. One piece of advice that can help Bryce
develop his skills even more is having one on one time. Giving a student more one on one time will give
them the appropriate attention they need. Students will also have the opportunity to ask questions if they
need help with something. Working personally with a student will also allow the teacher to direct all of their
attention on them so they can analyze their movement and see what is wrong and how they can correct it.
Another piece of advice to help out Bryce is to get down on his level. Sometimes when teaching Bryce can
get distracted and lose his focus. When you get down to his level and talk to him however, he regains his
focus and will usually perform better. Talking on his level will also take some of the stress away and make
him feel more comfortable in situations he is in. As a teacher this will also make you seem more friendly.
Getting down to their height will eliminate the intimidation factor when you try to communicate with him.
Lastly another piece of advice to help Bryce is to give him the freedom of exploration. This is even more
important at a younger age. Allowing Bryce to explore his abilities without the constrictions of rules will
allow him to discover his true skill set. When students do not have this freedom, they will usually not find
out what they are good at until an older age. Giving them the opportunity right now to explore will benefit
him greatly when he gets into grade school.

5. What do you think you could have done different to help the child progress during the class? Be specific.

One thing I wish I could have done to progress Bryce even more is to work with him one on one. For his age Bryce
has a very strong skill set. If I could have had the opportunity to work personally with him I think it would have
benefitted him greatly. Working one on one with him would also eliminate all other distractions that we usually have
during class. Eliminating distractions allows him to focus on the directions given to him personally. This would all
allow for Bryce to be more successful inside or class. I would have also modified the equipment we used in class as
well. We could have used bigger bats and balls for hitting or a larger ball for dribbling, so Bryce could have had more
control. The more often we teach with affordance in our class the better it will be for our students.

6. Create your parent letter highlighting your analysis (See example) and attach the letter to this
assignment.

To the Parent/Guardians of Bryce

My name is Christopher Urio and I am Physical Education Major at SUNY Cortland. It

was my pleasure to work with your son during the Movement and Literacy Program. Bryce is an
amazing kid and really enjoys coming to class every time. With hopes to become a Physical
Education teacher one day this is truly a great experience. In our class we worked on numerous
locomotor skills such as running, galloping, hopping, leaping, jumping and sliding. The
manipulative skills we worked on were striking, dribbling, catching, kicking, throwing overhand
and underhand and rolling. The two stability skills we worked on were static and dynamic
balance. In this class we asses all of our students on 16 fundamental motor skills at the start and
end of class so we can track our students progress.
It is my honor that I get to inform you that Bryce has made significant progress on all of
the skills he was tested on. Each skill we analyzed in our class was assed multiple times so we
could help our student’s abilities grow. Some skills we really worked on with Bryce are
galloping, hopping, leaping and jumping. By the end of the class he showed a great
improvement in all of these skills. Some of the manipulative skills that Bryce was successful at
were striking, kicking, catching, and underhand throwing. One thing that you can work on with
Bryce still is overhand throwing. Bryce definitely has the skill set to be successful at this but
sometimes he may try to rush the movement which will mess up his throws. When practicing
this at home you can tell him to slow down his movement pattern a little bit and perhaps give
him a smaller ball that fits his hands better. Another skill you can work on at home is underhand
rolling. Similar to overhand throwing make sure that he takes his time with this skill. Try to
focus on getting a low release point so the roll becomes smoother. Rolling with opposition to
arms and legs is something that will come with time and practice. Every time Bryce shows up to
our class he brings a positive attitude and is ready to participate. When we start the teaching
stations in our class he is full of energy and ready to contribute. Overall, Bryce has made
amazing progress in our class on all of his skills.
I am very pleased with how Bryce performed in our class. Bryce is amazing kid who is
kind and respectful to all of his peers and teachers. Bryce is very active and enjoys coming to
class every day. I would like to thank you for allowing me to work with your son. This was a
great opportunity for me that I looked forward to everyday. If you have any further questions
feel free to contact me (Christopher.urio@cortland.edu).

Sincerely,

Christopher Urio SUNY Cortland Physical Education Teacher Candidate

7. Create a letter to the future teacher candidate of your preschooler. Explain what worked and what did not
work focusing on ALL three domains of learning!! Attach the letter to this assignment

Dear Teacher Candidate participating in the PED 321 Movement Literacy Program

Movement Education is a unique experience for both teacher candidates, and students.
This class allows Physical Education Teacher Candidates to collaborate with the college child
care program. Because we have this unique honor and privilege, it is important that we take this
opportunity seriously and uphold a positive reputation for the program. Some ways that you can
do this are by dressing professionally, applying in class knowledge to your teaching and putting
in your best effort when preparing for and teaching a lesson.
 This semester I had the honor of working with Bryce. Bryce has been in the program
before so this was not his first semester in the movement literacy class. From the start to the end
of the semester Bryce showed improvement in most of his skills. When it came to the posttest he
did not perform as well in some categories, we think this happened because he knew he was
being filmed which could have made him nervous. When the camera was not on him he usually
performed all of his skills better. One thing I would really focus on with Bryce is the literacy
skills when teaching the stations. This is a great way interact with him and keep his attention
focused on the lesson you are trying to teach. Bryce also comes to class with a lot energy so
make sure you are awake and ready to move. Some of the skills Bryce excels at are hopping,
jumping and striking long. Some of the skills Bryce can work on are catching sliding and
leaping. Overall Bryce is very active for his age. One thing you may want to try and do with
Bryce is limit the surrounding distraction. Sometimes Bryce can get easily distracted from what
you are teaching him and he may not perform that well. However, if you can get his full focus
and attention he will excel in all of his skills. Make sure that you are also picking appropriate
tasks when creating your station cards. If you pick tasks that are too easy Bryce may not find the
lesson interesting and not want to participate. From the start to end Bryce was a pleasure to have
in this class. I hope he goes on to improve in all of his fundamental motor skills.

Good Luck working with Bryce

Sincerely,
Chris Urio
 Assessment of gross motor skills Child: ________________________
Locomotor - Run Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Brief period where both feet are off of the ground 1 1 1 1
Arms in opposition to legs, elbows bent 1 1 1 1
2 cones 50 feet apart to
Foot placement near or on line (not flat footed) 1 1 1 1
run in between. Video
Non-supporting leg is bent around 90 degrees (close to
front and size view
buttocks) 1 1 0 0
Motor Stage E3 E2
Locomotor- Gallop Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
A step forward with the lead foot followed by step with the trail
Place 2 cones 25 feet foot to a position adjacent to or behind the lead foot. Nv nv 1 1
apart - tell child to gallop
Brief period where both of the feet are off the ground Nv Nv 0 0
from one cone to the other,
Arms bent and lifted to waist level Nv Nv 1 1
stop and repeat. 2 trials,
video both from side view Able to lead with the right and left foot nv nv 0 0
Motor Stage Initial
Locomotor- Hop Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Foot of nonsupport leg is bent and carried in back of body 0 0 1 1
Nonsupport leg swings in pendulum fashion to produce force 0 0 0 0
Child will hop 4 times on Arms bent at elbows and swing forward on take off 0 0 1 1
his/her preferred foot (establish Takes off and lands three consecutive time on preferred foot 1 1 1 1
this before testing). Repeat on Takes off and lands three consecutive time on non-preferred
2nd trial. Front view video
foot 0 0 1 1
Element
Motor Stage ary E3
Locomotor- Leap Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Take off on one foot and land on the opposite 0 0 1 1
2 cones 50 feet apart with a
bean bag in the middle. Ask A period where both feet are off of the ground (longer than
students to run and leap over running) 1 1 1 1
the bean bag. Video tape a Forward reach with arm opposite lead foot 0 0 0 0
side and front view
Motor Stage E2 E2
Locomotor- Jump Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Preparatory movement includes flexion of both knees with arms
extended behind the body 0 0 1 1
Mark of a starting line on floor. Arms extended forcefully forward and upward, reaching full
Position child behind line. Tell
extension above head 0 0 1 1
child to jump far. Repeat.
Video front and side view Take off and land on both feet simultaneously 1 1 1 1
Arms are brought downward during landing 0 0 1 1
Motor Stage E2 E3
Locomotor- Slide Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Body turned sideways so shoulders are aligned with the line on
the floor 1 1 0 0
Place 2 cones 25 feet apart on A step sideways with lead foot followed by a slide of the trailing
a straight line. Tell the child to foot to a point next to the lead foot 1 1 1 1
slide from one cone to the A minimum of four continuous step-slide cycles to the right 1 1 1 1
other cone. Side view for video
A minimum of four continuous step-slide cycles to the left 1 1 1 1
Element Element
Motor Stage ary ary1
Locomotor- Skip Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
A step forward followed by a hop on the same foot 1 1 1 1
Place 2 cones 30 feet apart. Arms are flexed and move in opposition to legs to produce force 0 0 0 0
Mark of two lines. Tell the child
Completes 4 continuous rhythmical alternating skips 0 1 0 1
to skip from one cone to the
other. Front and side view Element Element
video Motor Stage ary ary
Manipulative - Strike long implement Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Dominant hand grips bat above non-dominant hand 1 1 1 1
4 inch plastic ball on Non-preferred side of body faces imaginary tosser with feet
batting tee at waist level. parallel 1 0 1 1
Tell child to hit ball hard Hips and shoulder rotation during swing 1 1 1 1
and straight ahead with Transfers body weight to front foot 0 0 0 0
bat. Video tape front and Bat contacts ball 1 1 0 1
side view Element
Motor Stage ary E3
Manipulative - Catch Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Mark off 2 lines 15 feet apart. Preparation phase where hands are in front of the body and
The child stands on one line
elbows are flexed 1 1 1 1
and the tosser on the other.
Toss 4 inch ball underhand to Arms extend while reaching for the ball as it arrives 1 1 1 1
chest area. Tell the child to Ball is caught by hands only 1 1 0 0
catch with 2 hands. Only count
a trial if ball is near chest. Front Element
and side view video Motor Stage ary E2
Manipulative- Kick Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Mark off 1 line about 20 feet Rapid continuous approach to the ball 0 0 1 1
from wall and second line 8 An elongated stride or leap immediately prior to ball contact 0 0 0 0
feet beyond first line. Place 8-
Non-kicking foot placed even with or slightly in back of the ball 1 1 0 0
10 inch ball on the first line
closest to wall. Tell the child to Kicks ball with instep of preferred foot or toe 0 0 1 1
run up and kick hard towards Element
wall. Front and side view Motor Stage ary E2
Manipulative - Underhand Throw Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Preferred hand swings down and back reaching behind the
Attach a piece of tape on the trunk Nv nv 1 1
floor 15 feet from wall. Child Steps forward with the foot opposite the throwing hand Nv Nv 0 1
stand behind tape line facing
wall. Tell child to throw ball
Ball is tossed forward hitting the wall without a bounce Nv Nv 1 1
hard underhand at wall. View Hand follows through after ball release to chest level nv nv 0 0
and side view video Element
Motor Stage ary
Manipulative-Overhand Throw Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Windup is initiated with downward movement of hand/arm 0 0 0 0
Rotates hip and shoulders to a point where the non-throwing
Attach a piece of tape on the
floor 20 feet from wall. Child side faces the wall 0 0 0 0
stand behind tape line facing Weight is transferred by stepping with the foot opposite the
wall. Tell child to throw ball throwing hand 0 0 0 0
hard at wall. View and side
Follow-through beyond ball release diagonally across the body
view video
toward the non-preferred side 1 1 1 1
Motor Stage Initial E2
Manipulative - Roll Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Preferred hand swings down and back, reaching behind the trunk while
Place 2 cones against a wall chest faces cones 1 1 1 1
so they are 4 feet apart. Attach Strides forward with foot opposite the preferred hand toward the cones 0 0 0 0
a piece of tape on the floor 20
Bends knees to lower body 1 1 0 0
feet from wall, tell the child to
roll a tennis ball hard so that it Releases ball close to the floor so ball does not bounce more than 4
goes between the cones. Front inches high 1 1 1 1
and side view Elemen Element
Motor Stage tary ary
Manipulative - Dribble Pre Post
Materials/Directions Skill Criteria: Trial 1 Trial 2 Trial 1 Trial 2
Child will dribble a 8-10 inch Contacts ball with one hand at about belt level 0 0 0 0
ball four times without moving Pushes ball with fingertips (not a slap) 0 0 0 0
his or her feet, using one hand, Ball contacts surface in front of or to the outside of foot on
and then stop by catching the
preferred side 0 0 0 0
ball. Front view video
Maintains control of ball for four consecutive bounces without
having to move the feet to retrieve it 0 0 0 0
Motor Stage Initial Initial
Stability - Static Pre Post
Materials/Directions Skill Criteria: R leg L leg R leg L leg
Use poly spot for child to stand Maintains a steady balance 0 0 0 0
on. Ask the child to lift up one Adjusts body to maintains balance 0 0 0 0
leg and count to 5 and put leg
Eyes forward 1 1 1 1
down. On second trial, child
lifts other leg and holds it for 5 Can hold for 5 seconds while maintaining balance 0 0 0 0
seconds and puts it back Element Element
down. Video twice front view. Motor Stage ary ary
Stability - Dynamic Pre Post
Materials/Directions Skill Criteria: Low beam High beam Low beam High beam
Child walks on low balance Maintains a steady balance 1 1 0 0
beam without assistance, then
Adjusts body to maintains balance 1 1 0 0
high beam without assistance.
Assistance for getting on the Eyes forward 0 0 0 0
beam is ok. Front view videos
of both trials Uses arms for balance 1 1 1 1