Assessment Plan Template

Topic: Educational Gymnastics

Teacher Names: Jonah Radebaugh and Riley Hubbard

I. Formative Assessments: Design 3 formative assessments that students participate

in throughout the unit that are linked with learning activities. These formative assessments
should provide students with feedback about their progress toward the culminating assessment
and unit goals.

a. Psychomotor Pre/Post Assessment Balancing and Jumping/Landing

● National Standards:
○ Standard 1: The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns
■ Balances on different bases of support on apparatus, demonstrating
levels and shapes. (S1.E7.4)
■ Uses spring-and step take-offs and landings specific to gymnastics.
(S1.E3.4) **Note: This outcome applies to both horizontal and vertical
jumping and landing.**
● Colorado Standards:
○ Standard 1. Movement Competence and Understanding
■ Prepared Graduates: 1. Demonstrate competency in motor skills and
movement patterns needed to perform a variety of physical activities.
● Grade Level Expectation: 1. Identify the major characteristics of
mature locomotor, non-locomotor, manipulative, and rhythmic
skills.
○ c. Jump and land for height and distance using mature
form.
○ f. Demonstrate balances with control on a variety of
objects such as a balance board, balance beam, or skates
(ice or in-line).
● Lesson objectives:
○ Students will be able to demonstrate their ability to hold multiple balances for 3
seconds with no wiggles or wobbles. Students will also be able to jump and land
using proper form.
● Overview/Description:
○ Students will be in assessed as an entire class. Teachers will instruct students to
hold a balance for 3 seconds without wiggles or wobbles for 3-5 different
balances (one base of support, two bases of support, 3 bases of support, 4
bases of support, narrow/wide). Students will be assessed whether they are
utilizing a squash landing and whether they are swinging their arms or not.
● Context of Administration of Assessment (When, where, and how is it implemented in
the lesson):
○ When?: Balance Assessment: During the skill development in Lesson #1 and
during the balance station in the Stations in lesson #5//Jumping Assessment:
 during the skill development in Lesson #4 and during the jumping station in
lesson #5
○ Where?: As a whole group
○ How is it implemented?: The pretest will be administered in the first lesson to
gauge how well they can perform these balances without being instructed and
the post test will be administered in the 5th lesson when students reach the
balancing station to assess their ability to balances after 4 lessons and working
on balances.The jumping pretest will be administered in the fourth lesson to
gauge how well they are demonstrating the cues without being instructed and the
post test will be administered in the 5th lesson when students reach the jumping
stations to see if they are employing the squash landing and swinging arm
movement without teacher prompts.
● How does this assess the psychomotor domain?
○ Students are to perform these balances, jumps and landings and their ability to
do them correctly and effectively, and evaluated by the teacher(s).
● Rubric/Assessment Tool (create below):

One base of support: Hold for 3 seconds (check No wiggles or wobbles

or x) (check or x)

Three bases of support: Hold for 3 seconds (check No wiggles or wobbles

or x) (check or x)
 ● Rubric

Elements 0/2 1/2 2/2

(Not Proficient) (Somewhat Proficient) (Proficient)

Balancing on 1 Base of Student is not able to Student is sometimes able to Student is always able to
Support demonstrate proper form for demonstrate proper form for demonstrate proper form for
balancing on 1 base of balancing on 1 base of balancing on 1 base of
support support support

Balancing on 3 Bases of Student is not able to Student is sometimes able to Student is always able to
Support demonstrate proper form for demonstrate proper form for demonstrate proper form for
balancing on 3 bases of balancing on 3 bases of balancing on 3 bases of
support support support

a. Affective Pre/Post Assessment (Same as affective formative assessment)

● National Standards:
○ Standard 5: The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction.
■ Rates the enjoyment of participating in challenging and mastered physical
activities. (S5.E2.4)
● Colorado Standards:
○ Standard 2: Physical and Personal Wellness
■ Prepared Graduates: 3. Demonstrate the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and
fitness.
● Grade Level Expectation: 2. Analyze opportunities for
participating in physical activity and actively engage in teacher-
directed and independent activities.
○ a. Understand the importance of participation in fitness-
enhancing physical activities such as gymnastic clubs,
community-sponsored youth sports, or activity clubs.
● Lesson objectives:
 ○ Students will be able to rate their confidence and enjoyment in educational
gymnastic realistically with a brief Plicker survey.
● Overview/Description:
○ Students will take a 2-question Plicker survey after the set induction video of the
floor routine rating their own confidence and enjoyment in Lesson 1 and take the
identical survey in Lesson 5 after the stations.
● Context of Administration of Assessment (When, where, and how is it implemented in
the lesson):
○ When?: After the set induction YouTube video in Lesson #1 and after the
Stations in Lesson #5
○ Where?: In a team huddle
○ How is it implemented in the lesson?: The pre-test will be administered at the
beginning of the first lesson to gauge their confidence and enjoyment at the
beginning of the unit and the post-test will be administered at the end of Lesson
#5 after all of the skill themes have been introduced to them and practiced again
during the stations.
● How does this assess the affective domain?
○ This assesses the affective domain because students are having to look
introspectively by recognizing their enjoyment and confidence in educational
gymnastics.
● Rubric/Assessment Tool (create below):
○ 1) How confident do you feel in educational gymnastics?
■ a) Not at all (1)
■ b) Somewhat confident (2)
■ c) Confident (3)
■ d) Very Confident (4)
○ 2) How much do you enjoy participating in educational gymnastics?
■ a) I do not enjoy it (1)
■ b) I sometimes enjoy it (2)
■ c) I enjoy it (3)
■ d) I really enjoy it (4)

○ Rubric
■ By the post-test our goal is for every student to be in the top two levels (3
& 4) regarding their confidence and enjoyment in educational gymnastics.

b. Cognitive Formative Assessment

● National Standards:
○ Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
■ Employs the concept of alignment in gymnastics and dance. (S2.E4.3a)
● GOES BEYOND 3RD GRADE GLO AND APPLIES SKILL
● Colorado Standards:
○ Standard 1: Movement Competence and Understanding
 ■ Prepared Graduates: 2. Apply movement concepts, principles,
strategies, and tactics to learning and performing physical activities.
● Grade Level Expectation: 2. Provide and receive feedback to
and from peers using the major characteristics of mature
locomotor and manipulative skills.
○ a. Use peer assessment tools to recognize and evaluate
the critical elements of movement in a variety of physical
activities.
● Lesson objectives:
○ Students will be able to identify various types of balances including different
bases of support, narrow vs wide, symmetrical vs asymmetrical and
counterbalance vs counter-tension with an exit slip.
● Overview/Description:
○ Students will take a brief quiz identifying multiple types of balances by circling
which balance picture corresponds to each answer.
● Context of Administration of Assessment (When, where, and how is it implemented in
the lesson):
○ When?: At the end of the first lesson
○ Where? Students will spread out throughout the gym, take the quiz, turn it in to
the teacher and stand in line quietly
○ How is it implemented in the lesson?: For the entire lesson, we will be reviewing
various types of balances and at the end of the lesson we want to assess
whether they learned what we taught them.
● How does this assess the cognitive domain?
○ This assesses the cognitive domain because they must be able to identify
various balances.
● Rubric/Assessment Tool (create below):
○ Assessment Tool

Name: _______________
Date: ________________
Class: _______________

There are 2 scenarios for each question. Please circle the picture that best describes the
balance for each scenario.

1) Asymmetrical Balance

AND
2) Wide Balance

AND

3) Balance with 3 Bases of Support

AND

4) Counter-Tension Balance

AND
● Rubric:

Balances 0/2 1/2 2/2

(Not Proficient) (Somewhat Proficient) (Proficient)

Asymmetrical vs Does not understand the Sometimes understands the Always understands the
Symmetrical concept of and differences concept of and differences concept of and differences
between asymmetrical and between asymmetrical and between asymmetrical and
symmetrical balances symmetrical balances symmetrical balances

Narrow vs Wide Does not understand the Sometimes understands the Always understands the
concept of and differences concept of and differences concept of and differences
between narrow and wide between narrow and wide between narrow and wide
balances balances balances

Bases of Support Does not understand the Sometimes understands the Always understands the
concept of numbers of bases concept of numbers of bases concept of numbers of bases
of support of support of support

Counter-Tension vs Does not understand the Sometimes understands the Always understands the
Counter-Balance concept of and differences concept of and differences concept of and differences
between counter-balance and between counter-balance and between counter-balance and
counter-tension balances counter-tension balances counter-tension balances

c. Affective Formative Assessment (same as Pre/post)

● National Standards:
○ Standard 5: The physically literate individual recognizes the value of physical
activity for health, enjoyment, challenge, self-expression and/or social interaction.
■ Rates the enjoyment of participating in challenging and mastered physical
activities. (S5.E2.4)
● Colorado Standards:
○ Standard 2: Physical and Personal Wellness
■ Prepared Graduates: 3. Demonstrate the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and
fitness.
● Grade Level Expectation: 2. Analyze opportunities for
participating in physical activity and actively engage in teacher-
directed and independent activities.
○ a. Understand the importance of participation in fitness-
enhancing physical activities such as gymnastic clubs,
community-sponsored youth sports, or activity clubs.
● Lesson objectives:
○ Students will be able to rate their confidence and enjoyment in educational
gymnastic realistically with a brief Plicker survey.
● Overview/Description:
○ Students will take a 2-question Plicker survey after the set induction video of the
floor routine rating their own confidence and enjoyment in Lesson 1 and take the
identical survey in Lesson 5 after the stations.
● Context of Administration of Assessment (When, where, and how is it implemented in
the lesson):
○ When?: After the set induction YouTube video in Lesson #1 and after the
Stations in Lesson #5
○ Where?: In a team huddle
○ How is it implemented in the lesson?: The pre-test will be administered at the
beginning of the first lesson to gauge their confidence and enjoyment at the
beginning of the unit and the post-test will be administered at the end of Lesson
#5 after all of the skill themes have been introduced to them and practiced again
during the stations.
● How does this assess the affective domain?
○ This assesses the affective domain because students are having to look
introspectively by recognizing their enjoyment and confidence in educational
gymnastics.
● Rubric/Assessment Tool (create below):
○ 1) How confident do you feel in educational gymnastics?
■ a) Not at all (1)
■ b) Somewhat confident (2)
■ c) Confident (3)
■ d) Very Confident (4)
○ 2) How much do you enjoy participating in educational gymnastics?
 ■ a) I do not enjoy it (1)
■ b) I sometimes enjoy it (2)
■ c) I enjoy it (3)
■ d) I really enjoy it (4)

○ Rubric
■ By the post-test our goal is for every student to be in the top two levels (3
& 4) regarding their confidence and enjoyment in educational gymnastics.

II. Summative Assessment (Design a summative or culminating assessment that

engages students and demonstrates their ability to apply knowledge and skills in a setting that is
realistic to the activity and to the achievement of the unit standards and goals.
● National Standards:
○ Standard 1: The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns
■ Uses spring-andstep take-offs and landings specific to gymnastics.
(S1.E3.4)
■ Balances on different bases of support on apparatus, demonstrating
levels and shapes. (S1.E7.4)
■ Transfers weight from feet to hands, varying speed and using large
extensions (mule kick, handstand, cartwheel). (S1.E8.4)
■ Rolls in different directions with either a narrow or curled body shape.
(S1.E9.2) GOES BEYOND 2ND GRADE GLO AND APPLIES SKILL
■ Moves into and out of balances on apparatus with curling, twisting and
stretching actions. (S1.E10.4)
■ Combines traveling with balance and weight transfers to create a
gymnastics sequence with and without equipment or apparatus.
(S1.E12.4)
○ Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
■ Employs the concept of alignment in gymnastics and dance. (S2.E4.3a)
■ Employs the concept of muscular tension with balance in gymnastics and
dance. (S2.E4.3b)
○ Standard 4: The physically literate individual exhibits responsible personal and
social behavior that respects self and others.
■ Praises the movement performance of others both more skilled and less
skilled. (S4.E4.4a)
■ Works safely with peers and equipment in physical activity settings.
(S4.E6.4)
● Colorado Standards:
○ Standard 1. Movement Competence and Understanding
■ Prepared Graduates: 1. Demonstrate competency in motor skills and
movement patterns needed to perform a variety of physical activities.
 ● Grade Level Expectation: 1. Identify the major characteristics of
mature locomotor, non-locomotor, manipulative, and rhythmic
skills.
○ e. Create a rhythmic routine, including gymnastics, creative
dance, or jump rope.
○ f. Demonstrate balances with control on a variety of objects
such as a balance board, balance beam, or skates (ice or
in-line).
○ g. Transfer weight from feet to hands at fast and slow
speeds using
○ Standard 3. Social and Emotional Wellness
■ Prepared Graduates: 5. Exhibit responsible personal and social behavior
that respects self and others in physical activity settings.
● Grade Level Expectation: 1. Assess and take responsibility for
personal behavior and stress management.
○ a. Act in a safe and healthy manner when confronted with
negative peer pressure during physical activity.
○ c. Describe and demonstrate responsible behavior and
decision-making while participating in physical activity.
● Lesson objectives: Students will create a gymnastics routine that includes balances,
rolling, weight transfers, traveling, and a flashy ending to prove that they can identify and
perform all parts of the gymnastics unit.
● Overview/Description: Students will be in groups of 3-4 and create a routine to perform
to the class. Students will be graded on including all of the specified criteria in their
routine.
● Context of Administration of Assessment (When, where, and how is it implemented in
the lesson):
○ When?: The majority of the class period in the 6th lesson
○ Where?: Created in groups and performed for the entire class
○ How is it implemented?: It will be introduced as the final gymnastics activity to
end the unit and will take up a majority of the class on the last day.
● How does this assess the psychomotor domain?
○ Students are asked to perform their routine and showcase their ability to perform
all of the aspects of the gymnastics unit.
● Rubric/Assessment Tool (create below):
file:///C:/Users/Liz%20Quintero/Downloads/gymnasticsroutine-converted.pdf