Part 3: Assessment of Student Learning

Assessment Plan Overview Assessment Format

Pre-Test LG 1 (skill): By the end of the unit students should be able to throw a Frisbee into a target accurately at least 7 out of 10 times. Qualitative: Checklist Quantitative: Students threw the Frisbee at a target 10 times. The number they make in is the score they get out of 10. Mr. Davis was assessing students while skill testing. Qualitative: Checklist Quantitative: Students threw the Frisbee at a target 10 times. The number they make in is the score they get out of 10.

Learning Goals

Accommodations
None.

Formative

Post-Test

Pre-Test LG 2 (fitness): At the end class, students will record their steps from their pedometers and reach a score of at least 30 out of 40 points in the end of the unit.

Students will record their number of steps in a daily log.

Formative

We will make sure that students pedometers are working to give them a correct reading.

Post-Test

Students will record their number of steps in a daily log.

LG 3 (cognitive): At the end of class, the students will take a cognitive quizon the rules of Ultimate Frisbee, and score at least an 80%.

Pre-Test

Written Assessment

Formative

Verbal Check for Understanding

Post-Test

Written Assessment

When adjustments needed to be made to accommodate the students needs, we made sure it was taken care of. After reviewing the results from the pre-test, we made adjustments for each student so that they had a better chance at being successful during the post-test. Students will be informed prior to class of their step count goal. For some situations such as injury, students will have a lower goal then other students. Students will be informed prior to class of their step count goal. For some situations such as injury, students will have a lower goal then other students. Students will be informed prior to class of their step count goal. For some situations such as injury, students will have a lower goal then other students. None. We wanted to know what the students knew coming into the unit Throughout game play see if the students were using the information that we gave to them. We gave our students information about and test what students know and understand about rules,

Pre-Test

5-question assessment based on a Rating Scale from 1-3

LG 4 (affective): The students will demonstrate respect for their peers by having good sportsmanship throughout the entire unit. Students will also value the social aspects of the game of Ultimate Frisbee. At the end of the unit, students will be given a written assessment, and will score at least an 8 out of 9. During the class, we will make sure students are being respectful of each other. We are also going to look for how much students are enjoying the game, and are valuing the concepts of the game.

Formative

Post-Test

5-question assessment based on a Rating Scale from 1-3

equipment, etc. of Ultimate Frisbee. This grade will be based off of the level of comfort in class. This assessment will be used as something to warn us as teachers how much our students value the game of Ultimate Frisbee before they really know much about it. This grade will not be based upon how outgoing a student is. However, how well they interact with other students. If a student is shy, but has good sportsmanship, respect, and value of the game they will receive a higher grade than someone who is outgoing, but disrespectful of their peers. This grade will be based off of the level of comfort in class. This assessment will be used as something to tell us how much our students have taken out of this unit. They should score higher grades on most of these questions because they will know more about the game, and be participating in activities that make them feel more comfortable playing Ultimate Frisbee with their peers.

Learning Goal 1 (Skill): Pre-Test: The assessment was done in groups of 3 or 4 students performing the backhand throw while we observed how many times out of ten the students were able to throw the Frisbee into the target. Upon being assessed we also had to make sure that the students were following the correct cues of the backhand throw. We used both a qualitative assessment and quantitative assessment to grade the students. Quantitative: How many Frisbees were thrown into the hula-hoop out of ten attempts: _____ / 10

Qualitative: Student Name Student 1 Student 2 Grip x x Face Target x Step x x Snap Point x x Total ( _____ / 5) 4/5 3/5

Formative: Before the actual assessment we verbally checked for understanding to make sure the students being assessed knew exactly what they were doing, and how they were going to be graded. Students were required to make at least 7 out of 10 Frisbees into the target. Each trial that a student hit the target a point was written down and the final score was recorded onto a score sheet. Post-Test: The post assessment was done in groups of 3 or 4 students in front of the teacher one at a time. While one student was being assessed the others were allowed practice time by throwing the Frisbee to each other before they were assessed. We used the same grading techniques as the pre-test. We again graded our students based on a qualitative and quantitative scale. Learning Goal 2 (Fitness/Physical Activity): Pre-Test: The students are using their pedometers to keep track of their step count and reach their step goal during the lesson. We informed all of the students that they would be recording the information from their pedometers at the end of class. Name: ______________________________ Step Count: __________ Date: _____________ Formative: In order to make sure that everyone will have relatively accurate data to record when the class ends, we made sure that every students pedometer was frequently working throughout class. Post-Test: At the end of class, we had all the students record their total step count on the assessment that we gave them. It was a quick and easy way to collect the data as opposed to having each student come up to us individually and give us their data.

Learning Goal 3 (Cognitive): Pre-Test: For our Pre-Assessment in the cognitive domain we gave the students a written assessment on the rules and history of Ultimate Frisbee to see what each student knew coming into the unit. We looked at the data that the preassessment provided for us and used that information to help prepare for what needed to be taught throughout the unit and where the students needed most

help. The quiz included questions and information we want the students to understand by the end of the unit. It also included the recommended standards (NYS Standard 2B and NASPE Standard 2). 1. There are _____ players per team. a) 5 b) 7 c) 9 d) 11 2. Players may not _______ with the disc. a) jump b) pivot c) play d) run 3. A change in possession occurs after a (n)__________. a) drop b) interception c) block d) all of the above 4. There are no referees in ultimate. a) true b) false 5. After an offensive player drops the disc, they may pick it back up and pass to their teammate. a) true b) false Formative: For our Formative Assessment in the cognitive domain we decided to ask the students questions throughout the lesson, check for understanding. The reason for this was to see if the students were retaining the information we have been giving them throughout the entire unit. Post-Test: For the Post-Assessment in the cognitive domain we gave the students the exact the quiz or written assessment in the Pre-Assessment. The point of this is to see if the students learned the information that was provided to them throughout the unit, and to see how much of it they actually retained. After the quiz was given we compared the results of both the pre and post assessments to see if the students learned the information. Learning Goal 4 (Affective): Pre-Test: We used a 5-question assessment rating scale for students to tell us how they felt during the Ultimate Frisbee unit. They were given a pre-assessment on the first day of the unit asking how the students felt in front of their peers, if they enjoyed the social aspect of the sport, and how much experience they have in the game. Students read 5 statements and rated them on a scale of 1-3: 1 being I completely disagree with the statement, 2 being Not sure if I agree or disagree, and 3 being I completely agree with the statement. We handed out the assessment at the end of the class period before students were dismissed. This assessment matches our unit goals by asking about the students values of the game of Ultimate Frisbee. We wanted to get a clear view of how our students felt before we taught the unit, and hopefully help them to enjoy it by

the end of the unit. Below is a copy of our pre-assessment handed out to our students: 1: I completely agree with the statement. 2: Not sure if I agree or disagree. 3: I completely agree with the statement. 1. 2. 3. 4. 5. I like Ultimate Frisbee because of the social aspect of the game. _______ I enjoy Ultimate Frisbee because I am physically active while playing it. _______ I dislike Ultimate Frisbee in all aspects of the game. _______ I am very comfortable throwing a Frisbee in front of my peers. _______ I have very little experience in the game of ultimate Frisbee. _______

Formative: For learning goal 4, we decided the best way to do a formative assessment was for to use teacher observation. As a teacher, we should know our students well enough to know what they are getting out of the unit in all domains. We are observing our students on a daily basis during each part of the lesson to see how much they are valuing the material learned in that days lesson. Also, we are watching to make sure students are treating each other with respect and are demonstrating great sportsmanship. We will be taking mental notes during the unit to make sure students are progressing in the right direction. Post-Test: We used the same rating scale from our pre-assessment for our postassessment. This was so we could compare the results to see how much our students really enjoy Ultimate Frisbee now that they know more information about the sport.