Standard 5: Impact on Student Learning

Physical education teacher candidates use assessments and reflection to foster student learning and
inform instructional decisions
Standard 5 of the NASPE Teacher Education Standards deals with the teacher candidates ability
to assess the students appropriately, thus promoting student learning. This standard also looks at the
teacher candidates ability to reflect effective, thus bettering themselves as a teacher that promotes
student learning. Standard 5 is broken down into three segments. The first is the TEACHER CANDIDATEs
ability to select or create appropriate assessments that will measure student achievement of the goals
and objectives. This means the teacher candidate uses a variety of assessments to determine the
students achievement of goals. Using assessment record-keeping allows for a more detailed analysis of
the scores. Teacher candidate may use more than one test for a single skill, but always directly aligns
their assessments with the goals and objectives. The next segment of standard 5 deals with the
TEACHER CANDIDATEs ability to use appropriate assessment to evaluate student learning before,
during, and after instruction. This includes the teacher candidate using a variety of assessments such as
ongoing, summative, and formative assessments. Keeping appropriate records allows the teacher
candidate to transfer the data to a more literate format for the other to see, such as the students or
their parents. The teacher candidate uses these assessments to inform instruction, provide feedback,
communicate progress, and determine grades. The teacher candidate uses pre-assessment to create
learning opportunities for students. The last segment of standard 5 deals with the teacher candidates
ability to use the reflective cycle to implement change in teacher performance, student learning, and
instructional goals and decisions. The reflective cycle consists of a description of teaching, justification of
teaching, performance, critique of teaching, and setting of goals. A successful teacher candidate uses
the reflective cycle to modify instruction, change teacher performance and implement change based on
the reflection. Changes due to reflection are implemented during the lesson. Long and short-term goals
are modified consistently based on each reflection.
This standard is important to the development of a successful teacher candidate because I feel it
deals with the teachers ability to assess and analyze their students, as well as themselves. Being able to
successfully assessment and document a students current progress allows you to determine each
individuals physical fitness level. With this information, it is more convenient to make changes to your
future lesson plans and allows you to be able to give your students feedback. Providing feedback for
your students promotes student learning because they are given ways to better perform in the future.
This feedback is crucial to the development of the students because if we as physical educators dont
help refine the students skills, who will? It is important to give feedback before, during and after
teaching skills because it helps engrain specific skill cues into the students mind throughout the lesson.
Pre-testing is beneficial because it allows the students to be introduced to a skill before attempting to
master it. Providing feedback during an activity is helpful because it can promote immediate change in
the students skills. Lastly, it is very important for teachers to reflect frequently in order to become a
better teacher. After lessons teachers should use the reflective cycle to remind them what went well,
and what could have gone better. Being able to critique yourself if not always easy, but more than likely
it is often useful. This helps the teacher make appropriate changes to their instruction and teaching
performance.
I can relate to this standard through all the reflections I have complete through my development
as a physical educator. Reflections have become extremely useful to my personal development as a
teacher in that I am very critical of my own performance, and always thrive to be a better teacher.
Attached is an example of one of my reflections after a lesson at Dubuque Senior High School I feel in
order to promote student learning, analysis of the students performance should be documented and
explained to each student individually of their scores. This allows the students to understand my
feedback, and make efforts to improve.

Artifact
Reflection 11/7/2013
This week at Senior High School Matt and I created a lesson that involved both physical fitness
and some skill related gameplay. We started the lesson with some dynamic stretches. We spend a good
amount of time stretching, allowing me to talk to the students about what each stretch does, and where
youre supposed to feel the stretch. Once the students completed all the stretches, we moved into the
agility ladders. Prior to them starting the exercises, I asked some questions building up to the activity. I
asked questions such as: Why are agility ladders important to your fitness? When will you use agility
when participating in physical activity? The agility ladder portion contained a series of different exercises
ranging from single leg run to single leg hop to Iggy Shuffles. As they came to the end of the ladders, I
instructed them to take three hard steps. This made sure that they gave the people at the end of the
line some time to complete the exercise, while keeping everyone activity. Following the agility ladder
portion of class, we played a modified version of dodgeball. This version included the students aiming
for the three pins at the end of their base, as opposed to aiming for their peers. This made the game
more interesting because as the students are working to defend their pins, they may get hit causing
them to be eliminated from the game until one pin is hit. For every pin hit, all the students of the team
that hit the pin had a jail break. Following the dodgeball game, I gathered the students together to have
a closure that talked about their thoughts of the lesson and what they would like to see more out of us.
I think from a teaching perspective, this week I was really able to create a rapport with the
students. We have been working with the students long enough for them to show respect to us and
listen while we teach. The group that I taught was very responsive to the activities and worked hard
through the agility ladders. I told the group during the stretch that if they work hard during the
ladders, we will play the dodgeball game longer. This got the attention of many of the students,
causing them to work hard. Prior to them completing any agility exercises, I feel talking to them about
the importance of the ladders was essential for them to want to participate. I gave them meaning to
the activity as opposed to just giving them direction. I went outside of my comfort zone because I feel
that some students get bored with physical fitness activities. I like to make my activity fun and
challenging, while including some sort of physical fitness. I learned from this activity, that if students
know why they are doing something, it will give them some meaning and motivation.
During the stretch, while talking to the students, I thought telling them where you feel the
stretch and why stretching is important helped them understand when stretching is important and what
stretches are appropriate to their exercise. While explaining the agility ladders to the students, I asked
how many of them played sports such as basketball, football, soccer, or track and field. Once I got most
of the hands raised, I told them that being able to be agile and stronger with quick movements, will allow
them to be better athletes. This shows them that exercises like agility ladders can be used outside of
class to practice for their respective sports.