Pickleball

Clarence Middle School, 8th

Grade

Ben Langlotz, Rocco Teta, Joe

Economico

PED 434 Fall 2020

Catherine MacDonald
 Table of Contents

Section 1: Standards and Grade-Level Outcomes

page 3

Outcome 1 (Ben Langlotz)

Outcome 2 (Joseph Economico)

Outcome 3 (Rocco Teta)

Section 2: Assessment of Student Learning

page 7

Section 3: Block Plan

page 29

Section 4: Analysis of Results

page 34











 Section 1: Standards and Grade-Level
Outcomes

Stu- Domain Stan- Outcome(s) Assess-

dent dards ment Tool
# and text
Re-
spon-
sible
GROUP Cognitive SHAPE: S2.M7.6: Written Test
Stan-
Creates open
dard 2
space in net/wall
games with a
short-handled
implement by
varying force
and direction.

Individual
Ben Psy- SHAPE: S1.M14.6: Teacher
Lan- chomotor Stan- Demonstrates Generated
glotz dard 1 the mature form Checklist
of the forehand
and backhand
strokes with a
short-handled
implement.
Joseph Affective SHAPE: (S4.M5.8) Teacher
Eco- evaluation
Stan- Cooperates with
nomico
dard 4 multiple class-
mates on prob-
lem-solving ini-
tiatives including
adventure activi-
ties, large-group
initiatives and
game play.

(S1.M7.8)

Independently
uses physical ac-
tivity and fitness
equipment ap-
propriately, and
identifies specific
safety concerns
associated with
the activity.
Rocco Fitness/ SHAPE: (S3.M12.8)
Teta physical
Stan- Designs and im-
activity
dard 3 plements a
warm /cool down
regimen for a
self-selected
physical activity.
 Section 2: Assessment of Student Learning

Assessment Plan Overview

Grade- As- Format Accommodations

Level sess-
Out- ment
come

S2.M7.6: Pre-Test 5 question mul- If students are unable

tiple choice test to fill out the test due
Creates
to a disability the
open
teacher or another
space in
student may help
net/wall
them.
games
with a Descrip- Students will be assessed on their ability

short- tion of to create open space with a short-han-

handled align- dled implement by varying force and di-

imple- ment rection.

ment by Data Hand out the test and have the students
varying Collec- take it in a 5 minute period.
force and tion
direction. proce-
dures
 Forma- Checking for if students have trou-
tive understanding ble speaking due to a
disability they will be
offered other ways to
respond to the
teacher's questions
(visual aid, sign lan-
guage).

Post- 5 question mul- if students are unable

Test tiple choice test to fill out the test due
to a disability the
teacher or another
student may help
them.

Psy- Pre-Test Rating Scale If students have trou-

chomotor ble performing move-
ments due to a disabil-
S1.M14.
ity the ratings scale
6:
will be adjusted ac-
Demon-
cordingly.
strates
 strates
the ma- Descrip- The rating scale will have all the ele-

ture form tion of ments of the skill being rated in it.

of the align-

forehand ment

and Data Teacher will observe during class while

backhand collec- students perform the skill during drill.
strokes tion
with a proce-
short- dures
handled
Forma- Check for Un- If students have trou-
imple-
tive derstanding ble speaking due to a
ment.
disability they will be
offered other ways to
respond to the teach-
ers questions (visual
aid, sign language).

Post- Rating Scale If students have trou-

Test ble performing move-
ments due to a disabil-
ity the ratings scale
will be adjusted ac-
cordingly.
Affective Pre- Rating Scale If the student has a
Test: learning disability,
(S4.M7.8 their classmates will be
) understanding and in-
clusive.
Indepen-
Descrip- Students will be assessed on their use of
dently
tion of equipment, identification of safety con-
uses
align- cerns.
physical
ment
activity
and fit- Data Teacher observation
ness collec-
equip- tion
ment ap- proce-
propri- dures
ately, and
 propri-
ately, and
Forma- Check for un- If a student is not fol-
identifies
tive derstanding lowing the proper use
specific
of equipment or if they
safety
are not being safe,
concerns
their classmates will
associat-
properly tell them how
ed with
to use the equipment
the activ-
or explain to then the
ity.
safety concerns again

Post- Checklist If the student has a

Test: learning disability,
Dressed appro-
their classmates will be
priately?
understanding and in-
Identified safety clusive
concerns?

Uses equipment
properly?
 Fitness/ Pre-Test Rubric If the student has a
Physical learning disability and
Activity is struggling being cre-
ative and demonstrat-
ing the warm or cool
(S3.M12. down the rating scale
8) will be adjusted ac-
cordingly..
Designs
and im- Descrip- Students will be assessed on how cre-

plements tion of ative, student covers all muscle groups ,

a warm / align- and how well the student gives instruc-

cool ment tion during the warm up/cool down

down
regimen Data Teacher will observe the students during
for a self- collec- their warm up/cool down regimen.
selected tion
physical proce-
activity. dures
 activity.

Forma- Formal: If the student has a

tive learning disability and
Student
is struggling being cre-
Checklist
ative and demonstrat-
ing the warm or cool
down the rating scale
will be adjusted ac-
cordingly.

Post- Rubric If the student has a

Test learning disability and
is struggling being cre-
ative and demonstrat-
ing the warm or cool
down the rating scale
will be adjusted ac-
cordingly.

Cognitive Assessment: Grade-Level Outcome(s)

S2.M7.6: Creates open space in net/wall games with a short-

handled implement by varying force and direction.
Pre-Assessment explanation, collection procedures,
alignment
5 question multiple choice test:
• 1. Where should you hit the ball on a return?

◦ A. Right at you opponent.

◦ B. In the opposite space of your opponent.

◦ C. Out of bounds.

◦ D. None of the above.

• 2. If your opponent is close up to the net, what shot

should you use?

◦ A. Drop shot.

◦ B. Forehand shot.

◦ C. Backhand shot.

◦ D. Lob shot.




















 • 3. If the opponent is in the back of the court, how should
you hit the ball?

◦ A. Hard.

◦ B. Soft.

◦ C. However you want.

◦ D. None of the above.

• 4. If your opponent is at the middle of their court when

you are about to return the ball, where should you hit the
ball?

◦ A. To their dominant side.

◦ B. To their non-dominant side.

◦ C. Right in front of them.

◦ D. None of the Above.





















 • 5. What part of the paddle should you hit the ball with to
get an accurate shot?

◦ A. The side.

◦ B. The handle.

◦ C. The middle of the face.

◦ D. None of the Above.

Collection procedure: Administer test-

• Teacher will hand out the test for the students to fill out in
a 5 minute period.

Alignment: Students will be assessed on their knowledge of the

ability to create open space in net/wall games with a short-
handled implement by varying force and direction.

Formative assessment description

Checking for understanding: The teacher will go around to
students throughout class and ask them questions.
• Where should you hit the ball if the opponent is in the
front left of the court?














 • What part of the paddle should you hit the ball with to hit
it accurately?

• What shot should be used if your opponent is at the back

of the court?

Post-Assessment collection procedures

Collection procedure: Administer test-
• Teacher will hand out the test for the students to fill out in
a 5 minute period.

Psychomotor (Forehand) Assessment: Grade-Level

Outcome(s)

S1.M14.6: Demonstrates the mature form of the forehand and

backhand strokes with a short-handled implement.

Pre-Assessment explanation, collection proce-

dures, alignment
Pre-Assessment: Rating scale that will rate students perfor-
mance from 1-3 on several major elements of the forehand
shot.







Rating Scale 1 2 3

Watching the Student fails Student lo- Student lo-

Ball
to locate and cates ball and cates the ball
follow balls tracks it all and alternates
movement the way till looking at the
contact ball and the
target.

Opposite Foot Student fails Student steps Student steps

Step
to step when with the same with opposite
performing side foot foot.
shot

Transfer Student fails Student trans- Student trans-

Weight
to transfer fers weight to fers weight
weight during back foot pre- from back to
shot paring for the front foot
shot but not while per-
to the front forming the
while per- shot.
forming and
following
through
 Follow Student fails Student fol- Student fol-
Through
to follow lows through lows through
through on to the same across their
their shot side as the body to the
shot they per- opposite
formed shoulder.

Collection procedures: Teacher Observation

• Teacher will observe and fill out the rating scale as stu-
dents are performing the skill drills during the first half of
class.

Alignment: Students will be assessed on their performance of

the forehand stroke.

Formative assessment description

Checking for Understanding:
• The teacher will go around to students throughout class
and ask them questions about the skill and its key ele-
ments.

◦ Where should your eyes be looking when the ball is

coming towards you?







 ◦ What foot do you step with when performing the
shot?

◦ Where should your follow through go after your shot?

Post-Assessment collection procedures

Collection procedures: Teacher Observation
• Teacher will observe and fill out the rating scale as stu-
dents are performing the skill drills during the second half
of class.

Affective Assessment: Grade-Level Outcome(s)

(S4.M7.8)
Independently uses physical activity and fitness equipment ap-
propriately, and identifies specific safety concerns

Pre-Assessment explanation, collection procedures,

alignment
Pre assessment: Rating scale-

• Students will receive a 1 if they abide by all the safe-

ty concerns and a 0 if they do not.










 • Students will receive a 1 if they use all physical ac-
tivity and fitness equipment appropriately and a 0 if
they do not.

Rating scale 1 0

Abide by safety Shoes are tied. Is Does not have

concerns aware of their shoes tied.
surroundings. Swings paddle in
other students
vicinity.

Uses equipment Uses the equip- Uses equipment

properly ment as it should inadequately.
be used.

Collection procedures: Teacher observation-

• The teacher will observe the students throughout

class to ensure that they are following the safety
procedures.

• The teacher will observe the students throughout

class to ensure that they are using the physical ac-
tivity and fitness equipment properly.






 Alignment: Students will be assessed on their use of equip-
ment, identification of safety concerns-

• The teacher will assess the students on their use of

equipment.

• The teacher will assess the students on their identification

of the safety concerns.

Formative assessment description

Check for understanding:
• The students will be asked questions about the safe-
ty concerns and how to properly use the equipment.

• EXIT SLIP:

◦ Should your shoes be tied at all times?

◦ When should you be cautious of swinging your

paddle?

◦ What are you supposed to do with the string

that is at the bottom of the paddle?














Post-Assessment collection procedures
Collection procedures: Teacher observation-
• The teacher will observe the students throughout
class to ensure that they are following the safety
procedures.

• The teacher will observe the students throughout

class to ensure that they are using the physical ac-
tivity and fitness equipment properly.

Fitness/Physical Activity Assessment: Grade-Level

Outcome(s)
(S3.M12.8)

Designs and implements a warm up/cool down regimen for a

self-selected physical activity.

Pre-Assessment explanation, collection procedures,

alignment
Pre-Assessment- Rating scale that will rate the students
0-3. This rating is based on the elements of a proper
warm up/cool down.




The elements that the students will be assessed on will
be:
• How creative the warm up/cool down is for fellow
student engagement: 0= The student was not cre-
ative at all and other classmates were not engaged.
1=student showed little creativity for only one mus-
cle group . 2=Student was missing creativity for a
muscle group. 3= Student showed creativity for
every muscle group.

• If the student covers all muscle groups: 0= Student

forgets multiple muscle groups. 1= student covers
very little of each muscle group, students are not
close to sweating. 2= Student covers core, legs but
forgets to cover upper body. 3= Student covers legs,
core, and upper body and spends enough time for
warm up/ Cool down.

• How well does the student demonstrate the warm

up/cool down: 0= Student demonstrates stretches
incorrectly for each muscle group, the lower body,
core, and upper body. 1= Student demonstrates
stretches correctly for only one muscle group.




 2=Student demonstrates stretches correctly for 2
out of the 3 muscle groups. 3= Student demon-
strates stretches correctly for all 3 muscle groups.

Rubric

How cre- 0-The 1-student 2-Student 3-Student

ative? student showed was miss- showed
was not little cre- ing cre- creativity
creative ativity for ativity for for every
at all and only one a muscle muscle
other muscle group. group
class- group
mates
were not
engaged.








Were all 0-Student 1-student 2- Stu- 3- Stu-
the mus- forgets covers dent cov- dent cov-
cle groups multiple very little ers core, ers legs,
covered muscle of each legs but core, and
groups. muscle forgets to upper
group, cover up- body and
per body spends
enough
time for
warm up/
Cool
down.

How well 0-Student 1-Student 2-Student 3-Student

the demon- demon- demon- demon-
stretches strates strates strates strates
were stretches stretches stretches stretches
demon- incorrect- correctly correctly correctly
strated ly for for only for 2 out for all 3
each one mus- of the 3 muscle
muscle cle group. muscle groups.
group, groups.
the lower
body,
core, and
upper
body
Formative assessment description
Teacher checklist
• Was the student creative?

• Did the student all 3 muscle groups?

• Student demonstrates stretches correctly?

Teacher Checklist Circle

Was the student creative ? Yes No

Did the student cover all 3 muscle groups? Yes No
Student demonstrates stretches correctly? Yes No

Post-Assessment collection procedures

Teacher will be collecting post assessment data by ob-
serving and using the checklist during the formative as-
sessment.

Post-assessment:
















https://docs.google.com/forms/d/1L3_NrvpafQWtbVef-
Ch30tHCQkA9zWN-BpEc3XBbFlHc/edit?ts=5fa486ac&gx-
ids=7628

Post-assessment responses:

https://docs.google.com/forms/d/1L3_NrvpafQWtbVef-
Ch30tHCQkA9zWN-BpEc3XBbFlHc/edit?ts=5fa486ac&gx-
ids=7628#response=ACYDBNgbVofzCZ8rwPjEUSd-
Ukr9B8C7dalnt2k0xHucWcf1Me7_yNxAhY8YltbHwx9skjs

Instructional Video:

https://drive.google.com/file/d/1FcAXbG9Uwb4nLIKt4oDZtdThlhvs-
ZKph/view?usp=sharing
 Section 3: Instructional Planning

Assessment Work Sample Block Plan

PED 434

School Name: Clarence Middle School

Unit Content: Pickleball
Students: 20
 Day 1 Day 2

Outcome (s): S1.M13.6, Outcome (s): S1.M14.6,

S4.M6.6, S4.M7.6, S1.M15.6, S4.M5.6, S4.M7.6

Content focus: Forehand shot.

Content focus: Rules of the
game and serving.
Fitness/physical activity
component: Drills practicing
Fitness/physical activity forehand shot and some game-
component: Drills practicing play.
serving.

Assessment: Teacher generat-

Assessment: 5 Question Quiz ed checklist
 Day 3 Day 4

Outcome (s): S1.M14.6, Outcome (s): S1.M14.6,

S1.M15.6, S4.M5.6, S4.M7.6 S1.M16.6, S4.M7.6

Content focus: Backhand

shot. Content focus: Drop shot.

Fitness/physical activity Fitness/physical activity

component: Drills practicing component: Drills practicing
backhand shot and some drop shot and some gameplay.
gameplay.

Assessment: Teacher gener- Assessment: Teacher generat-

ated checklist ed checklist
 Day 5 Day 6

Outcome (s): S1.M14.6, Outcome (s): S1.M16.6,

S1.M16.6, S4.M6.6, S4.M7.6 S2.M8.7, S4.M6.6, S4.M7.6

Content focus: Lob shot.

Content focus: Serving

strategies.
Fitness/physical activity
component: Drills practicing
lob shot and some gameplay. Fitness/physical activity
component: Drills for serving
Assessment: Teacher gener- strategies and gameplay.
ated checklist

Assessment: 5 Question Quiz

 Day 7 Day 8

Outcome (s): S1.M14.8, Outcome (s): S1.M14.6,

S2.M7.6, S4.M5.6, S4.M6.6 S1.M15.6, S2.M7.6 S2.M8.7,
S4.M5.6, S4.M6.6,

Content focus: Gameplay

strategies. Content focus: Gameplay.

Fitness/physical activity Fitness/physical activity

component: Drills for game- component: Gameplay

play strategies and gameplay

Assessment: 5 Question Quiz Assessment: 10 Question quiz

 Section 4: Analysis of Results

Data Analysis of Cognitive Assessment





Data analysis of all results for the whole group and
individuals
Change in student learning, both as a group and as
individuals
The class as a whole had a much wider variety of scores
and a few pretty low scores on the pre-test opposed to
the post-test. The pre-test had a range of scores between
a 4/10 and a 10/10. The scores of the pre-test had an
average of 7/10 which is an evenly distributed score
based on the range of scores on the test. In this test, 3
students scored a 4, 2 students scored a 5, 3 students
scored a 6, 2 students scored a 7, 3 students scored a 8,
2 students scored a 9, and 3 students scored a 10. The
question that most students seemed to have a problem
with was !If your opponent has charged the net what shot should
you try to use?”, only 38.9% of the class got that question correct.
The questions that students seemed to know the best was !When
the ball is served to start a point it must go cross court?” and !If
the ball is returned to your non-dominant side, what type of shot
should you use to return the ball back?”. 94.4% of the class an-
swered these questions correctly. We noticed that students had
trouble on certain questions and we decided that we needed to
cover some of these aspects in our instructional video.  On slide 8
of our instructional video we explained that it is important to use a
lob shot when your opponent is near/charging the net so you can
place the ball over their head.Starting with Student 1, they got a 4
out of 10 on the pre-test, but after the instructional video, they
took the post test and got a 9 out of 10. The questions they got
correct after watching the instructional video are, !
If your opponent has charged the net what shot should you try to
use?”, !If your serve pushes your opponent toward the back of
court what shot should you try to use?, !
What shot goes high in the air and lands in the back half of the
court?”, !When you swing a forehand stroke, you step forward
with your dominant foot?”, and !If the ball bounces twice on your
side, its a point for your team?”. This student reached the cogni-
tive grade level outcome. For student 2, they did phenomenal and
got a 10 out of 10 on the pre and post-test. This student reached
the cognitive grade level outcome.. For student 3, they had a
slight improvement between the tests. They scored a 7 out of 10
on the pre-test and a 9 out of 10 on the post-test. The questions
that they improved on after the instructional video were, !If your
opponent has charged the net what shot should you try to use?”,
and !What shot goes high in the air and lands in the back half of
the court?”. This student reached the cognitive grade level out-
come. For student 4, had a great improvement as well as some of
the other students. They received a 4 out of 10 on the pre-test
and a  8 out of 10 on the post-test. The questions that they im-
proved on after the instructional video are, !If you opponent re-
turns the ball and their body ends up in the front, right section of
the court, where should you try to place your return?”, !If your op-
ponent has charged the net what shot should you try to use?”, !If
the ball is returned to your non-dominant side, what type of shot
should you use to return the ball back?”, and !When you hit a
drop shot, the ball should land in the back corner of the court?”.
This student reached the cognitive grade level outcome. For stu-
dent 5, they also did a great job on the pre and post-tests with
100% on both. This student reached the cognitive grade level
outcome. For student 6, they had a good improvement between
their pre and post-tests with a score of a 5 out of 10 on the pre
test, and an 8 out of 10 on the post-test. The questions they im-
proved on after the instruction video are, !If your opponent has
charged the net what shot should you try to use?”, If your serve
pushes your opponent toward the back of court what shot should
you try to use?”, and !When you swing a forehand stroke, you
step forward with your dominant foot?”. This student reached the
cognitive grade level outcome. For student 7, they received a
slight improvement between tests. They got an 8 out of 10 on the
pre-test, and a 9 out of 10 on the post-test. The question that this
student improved on was, !If the ball bounces twice on your side,
its a point for your team?”. This student reached the cognitive
grade level outcome. Student 8 had a good improvement on their
pre and post test scores with a 6 out of 10 on the pre-test and a 9
out of 10 on the post-test. The questions that they improved on af-
ter the instructional video are, ! If your opponent has charged the
net what shot should you try to use?”, !What shot is hit softly and
should land in the no volley zone with little bounce?”, and !If the
ball bounces twice on your side, its a point for your team?”. This
student reached the cognitive grade level outcome. For student 9,
they had a slight improvement on their pre and post-test. They re-
ceived a 9 out of 10 on the pre-test and a 10 out of 10 on the
post-test. The questions that this student improved on after the
instructional video are,, !When you swing a forehand stroke, you
step forward with your dominant foot?”. This student reached the
cognitive grade level outcome. Student 10, had a small level of
improvement after the pre and post-tests also with a score of 9
out of 10 on the pre test and a 10 out of 10 on the post-test. The
questions that this student improved on after the instructional
video are, !If your opponent has charged the net what shot should
you try to use?”. This student reached the cognitive grade level
outcome. Student 11 had a slight improvement between their pre
and post-test scores with a 7 out of 10 on their pre-test and a 9
out of 10 on the post-test. The questions that this student im-
proved on after the instructional video are, !What shot is hit softly
and should land in the no volley zone with little bounce?”, and
!What shot goes high in the air and lands in the back half of the
court?”. This student reached the cognitive grade level outcome.
Student 12 had great improvement on their pre and post-test with
a score of 4 out of 10 on the pre-test and an 8 out of 10 on the
post-test. The questions they got correct after the instructional
video are, !If your opponent has charged the net what shot should
you try to use?”, !What shot is hit softly and should land in the no
volley zone with little bounce?”, !What shot goes high in the air
and lands in the back half of the court?”, and !When you swing a
forehand stroke, you step forward with your dominant foot?”. This
student reached the cognitive grade level outcome. Student 13
had great improvement between the pre and post-test. They
scored a 5 out of 10 on the pre-test and a 10 out of 10 on the
post-test. The questions that they got wrong on the pre-test were
!If your opponent has charged the net what shot should you try to
use?”, !If your serve pushes your opponent toward the back of
court what shot should you try to use?”, !What shot is hit softly
and should land in the no volley zone with little bounce?”, !What
shot goes high in the air and lands in the back half of the court?”,
and !When you hit a drop shot, the ball should land in the back
 corner of the court?”. This student reached the cognitive grade
level outcome.  Student 14 had good improvement between the
pre and post-test with a score of a 6 out of 10 on the pre-test and
an 8 out of 10 on the post-test. The questions that they got correct
after the instructional video were, !If your opponent has charged
the net what shot should you try to use?”, and !What shot is hit
softly and should land in the no volley zone with little bounce?”.
This student reached the cognitive grade level outcome.

Discussion of reliability and content validity

Adjustments you would make in the future to
the assessment, instructional video, and/or
the process
I think our assessment was a very common approach. We
had a variety of questions based on each shot used in
pickleball. We had used multiple choice questions so our
assessment was very practical, it saved students time by
having no short answer questions. Also, our cognitive as-
sessment was overall very reliable and valid because
every student showed improvement on the post test
compared to the pre-test. But for objectivity, we would
have to make adjustments because in some questions we

used !should” and that makes the question opinionated
and creates bias. Even though the class improved over-
whelmingly only 11 out of 14 students got the question
!When you hit a drop shot, the ball should land in the back corner
of the court?” correct on the post test. I believe we should have
made adjustments to this question because it was a true or false
question so I did not expect it to be the most missed on the post
test. In the future we could perhaps word this question differently
asking it like this !After performing a drop shot it will land in the
back corner of the court”. This question is now very straight for-
ward and has no bias, so now there would be objectivity to the
question.Also, the second most missed question on the post-test
was !What shot is hit softly and should land in the no volley zone
with little bounce?”. This question lacked objectivity as well be-
cause again we used !should” in the question. In the future we
could word this question differently. For example, we could ask
!This shot is hit softly and lands in the no volley zone with little
bounce?”. The new wording of the question would eliminate bias,
as a student when I see questions with opinionated words it can
make you doubt yourself and cause you to misinterpret what it is
asking. For our instructional video we lacked validity because we
did not demonstrate the correct technique over the video so it
would be very dif cult for a visual learner to understand over the
fi
powerpoint what the correct technique looks like. In the future we
could include videos on the slides of the powerpoint of demon-
strating each shot with cues, so every student can get the instruc-
tion they need.
Potential challenges for assessing other do-
mains
Reflection on what you have learned about assess-
ment
Peer assessment of group work

G. Given what you learned from administering the

cognitive assessment, discuss any challenges you
might face when conducting assessments in the
other domains, particularly the one you were as-
signed:

Joseph Economico: Assessing students on the affective

domain needs to be done much differently then in the
cognitive domain. It isn't much so something that you
can test students on with a type of assessment. It is
more so a domain that gets assessed by teacher observa-
tion. What would be challenging in these times mostly to
assess the affective domain online during these COVID
restricted times because you may not be able to see if
students are following the safety precautions and stu-
dents are also not in the presence of other students so
physical cooperation is very limited.
Ben Langlotz: When assessing students in other domains
you can face several challenges like in the psychomotor
domain. In the psychomotor domain you can face the
challenge of students not physically being able to have
the correct form for a movement. Also that everyone has
a slightly different style of performing movements and
skills which can make developing a rubric or grading
scale difficult.

Rocco Teta: When assessing students in other domains

you have to think of different elements.I assessed the
fitness domain which is a lot different than the other do-
mains. For example, the fitness domain is assessed dif-
ferently than the affective domain. I assessed students
on how they designed and implemented a warm up/cool
down. I could see the affective domain being difficult to
assess because some students could fake being respect-
ful when the teacher is looking.

H. Reflect on what you have learned overall about

the assessment process:

Joseph Economico: The largest take away I got from this

process was how actually in depth you can go into as-
sessing someone in each particular domain. When you
map everything out and really observe all the data, you
can come up with some significant conclusions about
wether your instruction is working or not or if the drills
you are using are actually effective.

Ben Langlotz: The assessment process is one that in-

volves trial and error because it's not always easy to pre-
dict how students may interpret questions or directions.
Also you want to make everything in your assessment as
clear as possible to limit those misinterpretations.

Rocco Teta: The assessment process is a experiment that

measures if you"re students are retaining the information
you are providing them with. But the biggest thing I
learned was that if you do not make assessments that
are reliable and valid then your students will struggle be-
cause the teacher is confusing the student.