Standard 5

Standard: Standard 5. Assessment of Student Learning Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.

Component: 5.a Select or create authentic, formal assessments that measure student attainment of short and long-term objectives.

Artifact: Assessments for throwing and catching (Above)

Date of obtaining artifact: Fall 2020

Reflection: For my lesson on throwing and catching, I created an authentic assessment tool. For this particular lesson, I wanted a tool that outlined what we look for as it pertains to the critical elements in throwing and catching. The assessment was designed to analyze students in each learning domain.

This assessment is partially formal and summative because it is collecting qualitative information. For example, if a student demonstrates the ability to step in opposition they will receive a “yes” but if they fail to follow through, they will receive a “no”. If the students meet 4 of the 5 critical elements, they will be on task to move forward. If they do not meet the requirements, action will be taken to ensure students properly learn the task. The second assessment tool is comprised of a post class survey. It is intended to assess students in the cognitive and affective domains. I made the assessment a survey to allow the students to take it stress free. The survey is intended to serve as a CFU. Based on what concepts students struggle to grasp, I will restructure my subsequent lessons or review what they failed to understand.

Assessments are a pivotal aspect of teaching. Having the ability to assess during and after class is a skill all teachers should improve upon. Throughout my time as an MST student at SUNY Cortland, we often used video recordings to provide feedback to ourselves and classmates. I think video recordings are one of the most useful assessment tools we have as teachers. Having a formal written assessment we can use in addition to a video recording helps form the bridge between qualitative and quantitative information; both being equally important.

Standard: Standard 5. Assessment of Student Learning Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.

Component: 5.b Implement formative assessments that monitor student learning before and throughout the long-term plan, as well as summative assessments that evaluate student learning upon completion of the long-term plan.

Artifact: Psychomotor assessment tool for Locomotion (Below)

Date of obtaining artifact: Spring 2022

Reflection: The artifact below outlines the critical elements desired for various psychomotor movements specifically the gallop, hop, and skip. The grading criteria is 1-4 with 4 being the best. Each student is rated on the scale of 1-4. The specific movement elements in question are dynamic balance, coordination, and body/spatial awareness. This movement analysis is best used at the elementary level.

After creating this assessment and implementing in first psychomotor lesson (below), my goal was to determine which skills my students struggled with the most. After attaining this information through the formative assessment, it was clear to see the gallop was a general area of weakness for the class. With that in mind, I provided a visual aid for students to refer to in the following lesson. In addition to that, I provided a video for students to watch that outlines the proper form in a gallop. During my instruction I used the cue "heel to toe" to help my students find their rhythm. After isolating the gallop in lesson two and reassessing, there was a noticeable improvement in the entire class. I don't expect my students to get 4/4 in two lessons. We will continue to work on galloping with the goal of improving an entire point in each lesson.

Assessment continues to be an area of growth for me as a professional. Creating my own assessment has been beneficial for me because I can clearly see the improvements my students make from one lesson to another. I didn't want to overwhelm my students with really big goals. For this reason, my short term goal is to improve a point each lesson. Our long term goal as a class is to get a 4/4 at the end of our psychomotor unit.