Documente Academic
Documente Profesional
Documente Cultură
David Betz
National University
5-5-15
Abstract
This paper is creating a Professional Development Quest Portfolio. It consists of a table
of content with the 6 domains of TPE competency. Also the chosen TPE for this paper is
TPE 3: Interpretation and use of assessments. To support the TPE qualification there are
four articles with a pre and post assessments, a lesson and a review of the assessment
based of BTSA analysis and questions. Finally there is a reflection questions on the TPE
which was selected and review and analysis in Telling my story with TPE 3 in
performance with PDQP.
Introduction
This paper has a table of content for the TPE and this section is based on of TPE 3 the
interpretation and use of assessments. This is a formal assessment based on 5th grade students
learning how to pass a basketball in Physical Education class. This assessment is to prove that
the state standard is being taught and students progress is made from below proficient to
proficient in passing a basketball with the chest and bounce pass. Included in the assessment are
two students who are highlighted in the article as case studies, Olivia and Eddie. Both students
who are approaching and below proficient in the standard. Students names are capitalized in the
pre and post assessment and in the reflection portion.
TABLE OF CONTENTS
TPE 1: Teaching Physical Education in a Single Subject Assignment
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
Sub-group
X Whole Class
Date: 2-2-15
Case Study Student(s)
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Content Standard or Professional Teaching Standard (PTS):P.E standard 1.16 focus on passing a
basketball between partners in bounce and chest pass.
Assessment: Students will be assessed on passing a basketball to a partner based on their hand,
arm, feet and positioning of basketball.
II. Expectations: What specific skills, knowledge, and/or processes will students demonstrate?
What does meeting standard look like?
PE Standard 1.6 Pass a ball back and forth with a partner, using a chest pass and bounce
pass.
III. Performance Levels: What are the performance levels of your entire class?
Write the students names in the appropriate columns and determine percentages. Use ALL CAPS
for your case study students.
Approaching
standard 5-8
Ignacio A
Exceeding
standard 13-16
Jasmin A
Nicholas S
Amanda S
Sofia M
EDWARD R
Isaac C.
Amanda A
Maria S
Yahir C
Joseph S
Jocelyn C
Kathryn T
Grace P.
Savannah F
Lucio G
Leslie G
Javier H
Joseph K
Andrea L
Gina M
Max M
Robert C
Big Jay M
Carlos M
Angel M
Samantha M
Jimena P
OLIVIA R
Leila R
Isabella V
70 % of class
7 % of class
17 % of class
7% of class
IV. Describe Performance Strengths: Describe student work at each performance level above.
Discuss your case study students work specifically. What do these representative students know?
What are they able to do?
Approaching
standard
Case Study 1
Eddie student
does pass
the pass
the ball but
does not use
proper, arm,
hand or ball
placement. He
does take a
step when he
passes the ball
which makes
him an
approaching
students and
occasionally
uses both
hands when
passing.
Meeting standard
Students are able to
bounce pass basketball with
correct hand, arm and feet
placement when practicing in
controlled setting during
drills.
Exceeding
standard
Students
are able to
bounce pass
basketball with
correct hand,
arm and feet
placement when
practicing
in non
controlled,
game setting.
V. Identify Areas for Growth: What are the representative students learning needs?
What are their possible misconceptions?
Approaching
standard
Meeting standard
Exceeding
standard
Students throw
correctly by
using two
hands and
a foot
step toward
their partner
Student learning
needs are to be
able to teach to
others their skill
sets and
be to able to
perform bounce
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how to deliver a
basketball to their
partner. Misconceptions
are they can throw the
ball with one hand off
balance
50%. They
need practice
and
consistency at
throwing the
basketball.
Misconception
is that they can
revert to
throwing with
one hand and
be successful
Mentor:
Sub-group
David Mainer
5thGrade PE
Date: 2-29-15
X Whole Class
Selected instructional strategy: Targeted Skill based drills, strategic partnering, modeling
(teacher, and student leaders), and small group games based on ability levels.
Assessment: Paired student passing interaction with observation of hands placement, feet
placement, and arm extension and ball placement during pass.
II. Expectations: What specific skills, knowledge, and/or processes will students
demonstrate?
What does meeting standard look like?
PE Standard 1.6 Pass a ball back and forth with a partner, using a chest pass and bounce
pass.
III. Performance Levels: What are the performance levels of your entire class?
Write the students names in the appropriate columns and determine percentages. Use ALL
CAPS for your case study students.
Far below
standard 0-4
Approaching
standard 5-8
Meeting
standard 9-12
Amanda, A
Adriana, C
Isaac, C
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Yahir, C
Jocelyn, C
Javier, H
Savannah, F
Gina, M
Leslie, G
Max, M
Sofia, M
Big Jay
Angel
OLIVIA,R
Grace, Parry
Nicholas, D
EDWARD, R
Joseph, K
Mariah, S
Andrea, L
Joseph, S
Robert, K
Kathryn, T
Samantha , M
Jimena, P
Leila, R
Isabella, V
Pre-assess70
of class
% Pre-assess 7 % of
class
Pre-assess17
class
% ofPre-asses 7 % of class
IV. Describe Performance: Describe student work at each performance level above.
Discuss your case study students work specifically.
What are examples and evidence of what students know and are able to do?
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Far below
standard
Approaching
standard
Meeting
standard
Exceeding standard
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Conclusion
What does the data tell you? What conclusions can you draw about the impact of the selected
instructional strategy on your students?
Data tells me that the basic paired instruction, small group skill drills and consistency are
all necessary for students to gain and maintain new skill sets. Post assessment shows that 100%
of students are meeting or exceeding standard. If feel very confident in my instruction with the
standards that are given. In reflection of the standards, they are not specifically teaching a sport
but they infer that this technique is needed in order to be proficient in the sport of basketball.
The Catch 5 drill was fundamental in expanding the techniques in passing the ball. Although
the standards do not ask for other techniques for other aspect of games at this level, I notice this
skill set of passing is fundamental should be mastered by all students in order to gain access to
the next level of play in the following year.
In what ways did collaboration and/or professional development impact your teaching practice
and/or student learning?
Collaboration with NTP mentor, the principal, a co-worker PE coach all helped shape
student learning by reflecting upon what was being taught and designing lessons that addressed
the standard successfully. Conversations with a former PE teacher (now my principal) of various
skill drills helped identify effective techniques. Finding online support for bounce and chest
passing the basket all allowed me to further develop my drill instruction. My former work
at Santa Clara office of Education helped me prepare with teaching PE to alternative students.
For four years I taught and wrote a PE curriculum for students. My experience at high school
level alternative students prepared me well for fundamentals of teaching and how to teach
basketball. I wrote a curriculum with Santa Clara office of education and ETR associates. The
work gave me ample time and resources to use and prepare for teaching elementary PE.
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with large groups without sacrificing class time. The closet it Fitnessgram which is subjective the
districts methodology of implementing the standards. The value of formal assessment does help
encourage the students and the teacher in the progression of learning and it helps increase
motivation with students success.
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interests in the task and the reason why they are interested also influences students engagement
and persistence (Dean, p.20) Formal and summaries assessments are a key reminder that all
skills can be taught and all students can learn even when the students or their parents justify lack
of ability due to physical prowess. It is based on prior learning experiences, exposure to skill sets
a movement patterns and that students are engaged at a young age and persistently.
Conclusion
The portion of TPE 3 assessments focusing on formal assessments help give validity and
credibility to Physical Education. Students who are healthy have better overall lives and
contribute to society more fully and they learn character, team work, life skill beyond the
classroom. The assessment portion in PE is usually informal and is shown by student completion
of various skill which build upon each other. This type of chunking down of skill sets in the
elementary schools helps students build solid foundations for healthy living. The formal
assessment tool shows the competency of the teacher and give the class a clear and
understandable vision of what tasks are to be performed in a progression of accomplishments.
Yet there needs to be more effective and proficient tools in order to simplify formal assessment
to help student build better holistic and healthy lifestyles.
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References
Dean, B. Hubbell, E. Pitler, H. Stone, B. (2012) Classroom Instruction that Works. Denver, Co.
ASCD publications.
Hunter, M. (1971) Teach for Transfer. Thousand Oaks, CA: Corwin Press, INC.
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