Assessments

To assess student learning there was one formative assessment for each domain (Affective,
Cognitive, Psychomotor) and cognitive summative to help meet requirements.

Psychomotor:​ ​For the psychomotor assessment, my partner and I observed students performing
cues and volleyball movements during drills and gameplay. We will focus on 2 particular skills
being “Bumping” and “Setting”. We will evaluate the skills using the scales below. Students
will receive a pass or fail point for each cue and the points will be reviewed and analyzed to help
us see what students need the most help and the area that students struggle with the most. This
will be a​ formative​ assessment as students can improve their score as the unit goes on.
Bump
1-​ ​Knees bent
2-​ ​Not Swinging Arms
4-​ ​Ball Under Control

4-​ ​Attempted Bump

Set
1-​ ​Knees bent
2-​ ​Hit with finger tips
3-​ ​Ball Under Control

4-​ ​Attempted set

Pre checklist on volleyball cues

Name Knees Not Control Bump Hit with Control Set

Bent swinging Ball attempt fingertips ball attempt
arms

Kaitlin Anderson p p p p p p p

Seth Bean f f f p p f p

Madi Brown p p f p p p p

Logan Byrne f f f p p f p

Walker copeland p p p p p p p
Gisell Delgado p p f p p p p

Brayden Duncan p p p p p p p

Colt p p p p p p p
Emmert-kuehne

Gabe Estrada f f f p f f p

Iden Garcia f f f p f f p

Aaron Hernandez p p p p p p p

Alexyz Hernandez p p f p p f p

Shyanne Howes p f f p p p p

Teagan Joseph f f f p f f p

Ella Keenan p p f p p p p

Aubrey Ledall p p p p p p p

Jaeli Lewis p p p p p p p

Cole Lockey p f p p p p p

Tristan Lutchka f p p p p p p
 Mick McCaskill f f f p f f p

Reata Moore f f f p p f p

Aisha Morales f f f p p f p

Carolyn Nelson f f f p p f p

Hayden Pollman p p p p p p p

Ainslie Ross p p p p p p p

Shelby Shuman p p p p p p p

Nick Sparling f p f p p f p

Kiona Ufford p f f p p p p

Isaac Ybaben f f f p f f p

This data shows us what students are struggling to use the skills that we are working on in class. This
allows us to find these certain students and work with them one on one more often while the students who
are doing well with the skill do not need as much one on one time. Also, the chart also tells us which
areas of focus we need to cover, review, and practice the most. This chart shows that many of our students
are struggling more to use bumping cues opposed to setting cues. This tells us that we need to spend more
time on bumping the volleyball opposed to setting.

Post checklist on volleyball cues

Name Knees Not Control Bump Hit with Control Set

Bent swinging Ball attempt fingertips ball attempt
arms
Kaitlin Anderson p p p p p p p

Seth Bean f p p p p p p

Madi Brown p p p p p p p

Logan Byrne f p f p p p p

Walker copeland p p p p p p p

Gisell Delgado p p p p p p p

Brayden Duncan p p p p p p p

Colt p p p p p p p
Emmert-kuehne

Gabe Estrada p p f p p p p

Iden Garcia p f f p p p p

Aaron Hernandez p p p p p p p

Alexyz Hernandez p p f p p p p

Shyanne Howes p p f p p p p

Teagan Joseph p f f p p p p
Ella Keenan p p p p p p p

Aubrey Ledall p p p p p p p

Jaeli Lewis p p p p p p p

Cole Lockey p p p p p p p

Tristan Lutchka f p p p p p p

Mick McCaskill p f f p p p p

Reata Moore p p f p p p p

Aisha Morales p p f p p p p

Carolyn Nelson p f f p p p p

Hayden Pollman p p p p p p p

Ainslie Ross p p p p p p p

Shelby Shuman p p p p p p p

Nick Sparling p p f p p p p

Kiona Ufford p p f p p p p

Isaac Ybaben p f f p p p p
In pretest data collection regarding pass/fail attempts on bumping and setting cues, there were a total of
57 failed cues. In the post test data, there were a total of 21 failed attempts. This tells us that we met our
goals of improving our students' abilities to perform the correct cues leading to a bump and a set during
gameplay. This means that our students showed growth in their psychomotor domains throughout our
volleyball unit. This also means that because our students are physically literate, there is a higher
likelihood that they will be willing to participate outside of class. That outcome is one of the overarching
goals as a physical educator.

Affective: ​To assess the affective domain and meet the standards chosen for the unit we want to
provide an environment where all students want to work together to create an inclusive
environment. Students will be asked to demonstrate great sportspersonship in all lessons and any
negative interactions will be noted. To assess this and get some data students will be asked some
questions during the closure each time and their answers will be noted. The questions are listed
below. This would be considered a ​formative ​assessment.

What is one thing that worked well for your team?

Who is one player that did something awesome today?
How did working together and getting everyone involved help your teams success?
What’s one way you were able to communicate with your team?
How could your team improve for next time?

Cognitive: ​To assess the cognitive domain of our students in a formative assessment, students
will work with their teams to create a Sport Ed team sheet that includes volleyball warm up plan.
The plan will be formatted in the teams choice but must describe their overall warm up activity
and show how it relates to volleyball gameplay. ​This ties together with the affective and
psychomotor domains​. An example template is shown below:

Team name:_____________________

Players Names:
1.
2.
3.
4.
5.
6.
7.
8.
 Roles Primary Reserve

Coach

Captain

Score Keeper

Equipment Manager

*Planned Warm Up Activities:*

Cognitive: ​The test listed below we are required to give as a ​pre and post​ test. Any student who
gets a 100% on the pretest does not have to take the post-test as that was a pre-established rule in
the class. This will be or ​summative ​assessment. ​This also ties learning together in the
cognitive and psychomotor domains. ​This test tests knowledge of rules but also skill situations.
Volleyball Test
Volleyball Test

Name: __________________________________ Class Period: _____________________

Date: ____________

1. How many hits are allowed per side?

a. 2
b. 3
c. 4
d. 5

2. In volleyball you rotate in which direction?

a. backward
b. clockwise
c. counter clockwise
d. any way you want

3. In volleyball a set is used to pass the ball if it is above your waist.

a. True
b. False

4. A ball that touches any part of the out of bounds line is called “in”.
a. True
b. False

5. If the ball touches the net during play, it is considered a “dead” ball and may not be
played.
 a. True
b. False

6. How many steps should a player take in an approach to hit (spike) the ball?
a. 1
b. 2
c. 3
d. 4

7. In volleyball, this is generally the second hit on a side.

a. dig
b. set
c. attack (spike)
d. block

8. When is a player allowed to touch the ball twice in a row?

a. Never
b. Whenever he/she feels like it
c. As long as they are not tired
d. After they have blocked the ball and the ball lands on their side of the net

9. When bumping the ball you should always swing your arms to make the ball go higher.
a. True
b. False

10. During a point, it is LEGAL to:

a. Tip the ball over the net
b. Touch the net
c. Volley the ball with the palms of your hands
d. Hit the ball off the bounce

11. It is proper etiquette to roll the ball under the net when returning the ball to the other
team after a rally.
a. True
b. False

12. In a regulation game, how many players are on the court for one team?
a. 2
b. 3
c. 4
d. 6

13. When does your team rotate in a volleyball game?

a. every time you lose a point
b. every time you win a point
c. after the other team serves and you win the point
d. after your team serves and you lose the point
 14. Which of the following is NOT considered a fault, resulting in a point for the other team?
a. A player crosses the centerline
b. Server steps on the endline
c. A player touches the net
d. Ball hits the top of the net and goes over

15. If you are the server, what position are you in?
a. Right back
b. Center back
c. Right front
d. Center front

16. Another name for the forearm pass in volleyball is

a. spike.
b. bump.
c. serve.
d. block.

Post and Pretest Scores

Average Pretest Scores: ​9.9/16 = %62
Average Post Test Scores: ​10.6/16 = %66
Improvement: ​%4

Name Pre Test Post Test

Kaitlin
Anderson 15 16
Seth Bean 8 11
Madi Brown 13 12
Logan Byrne 7 9
Walker
copeland 13 16
Gisell Delgado 9 13
Brayden
Duncan 10 9
Colt
Emmert-kuehn
e 10 14
Gabe Estrada 7 5
Iden Garcia 7 6
Aaron
Hernandez 15 14

Alexyz 11 13
Hernandez
Shyanne
Howes 9 8
Teagan Joseph 9 12
Ella Keenan 8 11
Aubrey Ledall 13 15
Jaeli Lewis 15 14
Cole Lockey 11 13
Tristan Lutchka 9 8
Mick McCaskill 10 12
Reata Moore 7 8
Aisha Morales 12 10
Carolyn Nelson 12 10
Hayden
Pollman 11 13
Ainslie Ross 14 16
Shelby
Shuman 14 16
Nick Sparling 5 4
Kiona Ufford 11 11
Isaac Ybaben 6 9

The graph and table shows that %63 of students were able to improve their scores by at least one
point. Also, %63 of students scored %70 or better on the post-test. Although this was not the
desired outcome, it does show that many students were able to grow and improve their overall
scores. Also, it shows us as teachers, what we need to improve on during future volleyball units.
For many students, volleyball is a sport in which they know very little to nothing about and many
of the aspects of the game become difficult to understand. Although many of our students
showed little to no growth, there are students that scores very high (4 students at %100). This
shows that the material was taught and many of our students were able to comprehend
understand the sport.