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True or False?
1. __________ If the ball bounces before it reaches you, it’s a valid shot.
2. __________ When completing a stroke, as long as the ball gets to the other
side it doesn’t matter where it bounces.
3. __________ When serving, you are allowed to contact the ball over hand.
Trustworthiness
Psychomotor
Reliability: The assessment for this domain was reliable because for both pre and post assessments we had each partner assess
the same person that they assessed previously to have a consistent data report. The students were also tested in a controlled
environment. To make this assessment even more reliable the students needed to fulfill at least 3 of the 5 checks on the
checklist for BOTH strokes making it a quantitative assessment.
Validity: Any assessment needs to be reliable to be valid and this checklist was accurate. The checklist was used by students
for students. Each student was only focused on one other student so it wasn’t too difficult for them to see what components of
the checklist were observed or not observed.
Objectivity: The same person that observed for the pre test and the post test could have created a bias in the results. There was
no interobserver agreement because there was only one observer per student.
Practicality/Authenticity: Students were able to observe their partner while also engaging in the activity. This allowed the
students to focus on their own form, as well. Students were able to play while they were assessing which saved time and more
easy to score each other.
Trustworthiness
Cognitive
Reliability: Our cognitive assessment was reliable because for both the pre-assessment and the post-assessment we gave the same quiz.
The students were given the same amount of time to complete each quiz which is another component for showing reliability.
Validity: The assessment measured the level of pickleball knowledge from each student. More specifically the quiz reviewed some
pickleball rules, concepts, and gameplay situations, which was our goal throughout the unit.
Objectivity: This quiz was very fair for the students. If this quiz was given out and graded by another teacher, the results would not
differ.
Practicality: This quiz was very practical as it cost barely anything to create. The time to complete this quiz and to grade it, was very
short, making this quiz very efficient on saving time.
Authenticity: Our quiz questions were based on game-like situations and rules, making it authentic.
Psychomotor Results
Post-Test
Pre-Test ● All students, with the exception of students 5, 7
and 9, raised their score from the pre-test to the
● All students reached the goal to perform post-test
the strokes with 3 out of the 5 critical ● Students 5, 7 and 9 scored the same on both
elements assessments
● The average score of the 10 students for ● This changed the class average to 4.3 / 5 which
the pre-test was a 3.5/5 which is what we shows student learning from pre to post
wanted to see by the end of the lesson but assessments
everyone exceeded our expectations early ● It shows that the students that were ony able to
● This means that on average, the class was show 3 critical elements of the strokes were able
able to perform the backhand and to correct their error in at least one way to score
forehand strokes proficiently higher than previously
Cognitive Results
Pre-Test Post-Test
● One student scored a 1, while three ● This time no students scored a 1, while
students scored a 2, and six students were again three students scored a 2, and this
able to obtain a perfect score of 3 time around seven students were able to
● Only one student didn’t reach the goal of score perfectly with a 3
getting at least two out of the three ● Every student was able to reach our goal of
getting at the minimum a 2 out of 3,
questions correct, meaning nine out of ten
meaning 100% of the class hit their goal
or 90% were able to hit their goal ● The average quiz score the second time
● The average quiz score for the class was a around was a 2.7/3.0, which improved by
2.5/3.0 0.2 from the average pre-test score
Change in Student Learning
● The class really improved in both psychomotor and cognitive domains from pre-
assessment to post-assessment
● Students weren’t provided with a demonstration for the pre-assessment so it was
harder for them to display proper form but for the post-assessment, we had more time
to show demonstrations for both strokes and this helped their learning
● We made sure to ask questions in intervals throughout each lesson to check for their
general knowledge and understanding of the rules of gameplay and what was correct
versus incorrect when it came to proper form for the backhand and forehand strokes
Reflection
1. Some aspects that can be changed to further improve our assessments would start off
with showing a video of what the proper forehand and backhand stroke looks like to
the students before the pre-assessment.
2. Since for our cognitive pre and post-assessment, every student scored almost scored
perfect, we can add short answer questions or an essay question, this way we can
eliminate the possibility of a lucky correct guess.
3. Lastly, we’d like to improve on giving more specific feedback to the students all
throughout the lesson
Questions? Comments?
Thank you all for coming and viewing our presentation today! Your time has been much
appreciated by us.
Does anyone have any questions for us regarding the presentation, Pickleball, the
assessments, etc.?
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ask us after.