8.1 Use a variety of appropriate authentic and traditional assessment techniques to assess student understanding and performance, provide feedback, and communicate student progress (i.e., for both formative and summative purposes).

1/23/2012

EXAMPLE ONLY

Name: Michael Phelps

Unit: Swimming

Percentage: 93.6

Grade: A

Skills Test

Raw Score

Weighted Percentage

Weighted Score

Front Crawl

12/12

10%

10

Back Crawl

9/10

10%

9

Breast Stroke

10/12

10%

8.33

Treading Water

5/6

10%

8.33

Water Aerobics

Assignment

5/5

20%

20

Written Exam

24/25

30%

28.8

Dress/Participation

10/10

10%

10

Total

----------------------

100%

94.4

Skills Test

Comments

Points

Treading Water

/6

Kick

Sculling

Head Position

Front Crawl

/12

Catch

Mid-pull

Finish

Recovery

Kick

Breathing/Timing

Back Crawl

/10

Catch

Mid-pull

Finish

Recovery

Kick

Breast Stroke

/12

Catch

Mid-pull

Finish

Recovery

Kick

Glide

Total

/40

2 Points if skill is present and satisfactory. 1 point if the skill is present but needs work. 0 points if the skill is not present or distinguishable.

Comments

Score

Includes warm-up, dynamic stretching, cool down and focuses on increasing aerobic capacity. The routine utilizes water resistance and has enough counts to last for the whole song. The routine easily flows and progresses through the steps. There are few if any mistakes and do not take away from the overall presentation.

5

Includes most key parts, a few are missing some clarity. There are enough counts to last for the majority of the song. There are a couple mistakes but do not take away too much from the overall presentation.

4

Includes some key parts. Those that are present are mostly clear. The counts do not last as long as they should and the number of mistakes is beginning to take away from the over presentation.

3

The routine has a few key parts but is greatly lacking in clarity. The flow is missing and the moves to not easily progress. There are many mistakes in the presentation of the material.

2

The routine is lacking and missing key parts list above. There is no progression and flow between steps. The presentation has many mistakes that take away from the overall clarity.

1

Name:______________________________________

Raw Score: _____/15

Percentage: __________

Letter Grade: ________

Read each question carefully then select the best answer.

True/ False – circle true or false for each question. Each question is worth 1 point each.

1) Survival Floating is performed face up in the water. (T/F)

2) The H.E.L.P. float stands for heat escape lessening posture. (T/F)

3) Buoyancy is defined as the downward force that water exerts on an object. (T/F)

4) Fining is a way to move through the water using a pushing motion with the arms, while sculling refers to movements of the arms and hands that creates a force perpendicular to the direction of motion resulting in lift. (T/F)

5) The most efficient way to tread water is so use a butterfly kick. (T/F)

Multiple Choice – circle the letter for the best answer to question or the best completion of the sentence. Each question is worth 2 points.

1) If multiple people are floating in cold water they should?

a) swim in different directions, hopefully some will get help.

b) Take turns swimming and floating separately.

c) Huddle together and float as a group.

d) Tread water until they are too exhausted to continue.

2) Form drag is defined as?

a) The resistance related to a swimmer’s shape and body position when moving through the water.

b) The resistance related to the swimmer’s bath suit color and style.

c) The resistance related to the swimmer’s speed when moving through the water.

d) The resistance related to the swimmer’s ability to hold their breath.

3) The four floats covered in class were:

a) back, belly, seated and floppy float

b) back, jellyfish, tuck and seated float

c) back, tuck, front and floppy float

d) back, jellyfish, tuck and front float

4) All swimming strokes can be broken down into stroke components these are:

a) arm stroke and kick

b) arm stroke, kick and breathing and timing

c) catch, mid-pull, and fining

d) hydrodynamic principles, body position, arm stroke, kick, and breathing and timing

5) The front crawl utilized what stroke mechanics?

a) the body roll and flutter kick.

b) no body rotation at all the body stays completely straight.

c) a kick that propels the body more than the arms do.

d) Rhythmic breathing cycle of one breath for every 3 arm cycles.

6 ) The back crawl is…

a) Just like the front crawl only on the back.

b) The only kick that utilizes wave like motion.

c) Stroke where the body should only rotate about 30 degrees to each side.

d) Not a competitive stroke because your head is never under water.

7) The cues for the elementary back stroke are…

a) big cat, little cat, scratch.

b) Big bird, little bird, flap.

c) Pull, pull, kick.

d) None because there is no such stroke.

8) The breast stroke…

a) can be complete while keeping the head out of the water the whole time.

b) is the hardest stroke to teach because you are constantly moving.

c) is the fastest stroke in competitive swimming.

d) is the only stroke that requires side to side rotation.

9) A challenge to learning the butterfly is…

a) none it is the easiest stroke that’s why it is not tested.

b) that the breathing and timing process is so important and if those are off the stroke can be difficult and awkward to perform.

c) that the head never comes out of the water so you have to hold your breath for a really long time.

d) that the glide part of the stroke makes the whole stroke slow and boring.

10) The breast stroke kick can best be described as…

a) a scissor kick

b) a flutter kick

c) a frog kick

d) a wave like kick

8.2 Use assessment strategies to involve learners in self-assessment.

The following pictures show the Hellison’s Level of Physical Education and the numbers student used at St. John’s Elementary School to tap out each day after gym.

8.3 Select and use developmentally appropriate assessment strategies and instruments congruent with physical activity learning goals.

TEACHER: Erin SiebertUNIT:SwimmingGRADE: Freshman/Sophomore

OBJECTIVES:

Psychomotor:

Teach basic skills including floats, glides, water aerobic activities, stroke components, strokes and the game of water polo.

Develop increased specialization of lifetime activities.

Acquisition of smooth and efficient control of the body in the water while performing various strokes.

Cognitive:

Teach the importance of physical activity throughout lifetime.

Teach basic concepts for water movement and safety.

Teach basic components of a water work out.

Affective:

Provide social interaction in class and opportunities to help student’s develop social and leadership skills.

Provide ample successful experiences in basic water and safety skills.

Help students learn strategies for emotional control and stress reduction.

UNIT SKILLS:UNIT ASSESSMENTS:

Back float, jellyfish float, tuck float, front float, front glide, back glide,Water aerobics assignment, written exam, skills test, dress/ participation.

Fining, sculling, treading water, survival floating, heat escape lessening

Posture, huddle, stroke components, front crawl, back crawl, breaststroke,

elementary backstroke, butterfly, water aerobics and water polo.

EQUIPMENT:SAFETY ISSUES/CUES:

Chalk board, chalk, noodles, life vests, floatation belts, Students need to swim and participate at appropriate levels.

kick boards, empty milk jugs, water polo nets, water polo balls,The instructor will be lifeguard certified.

lane lines, water aerobics rubrics, skills test sheets, written test.Students will follow all rules and guideline to ensure water safety.

STANDARDS/BENCHMARKS:REFERENCES:

Kines standards; 1.1, 1.2, 1.3, 3.1, 3.2, 3.3, 3.8, 4.2, 5.1, 5.2, 5.3, 5.4,American Red Cross Swimming and Water Safety Manual

5.5, 5.6, 6.1, 6.4, 7.1, 7.2, 7.4, 7.5, 8.1, 8.2, 8.3, 8.5, 9.1, 9.2, 9,3, 9.4,

9.5, 9.6, 10.1, 10.2, 10.3, 12.1, 12.2, 13.1, 13.2, 13.3, 13.4, 14.1, 15.1

8.4 Identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability, and bias.

Assessment Instrument

Description

Benefits

Disadvantages

Computer Presentation

Typically a multimedia presentation, desktop publishing item, or graphic representation

Provides realistic complex environments for inquiries, authentic, new, critical thinking, problem solving, motivational

Limited access to computers, must teach skills

Visual Aids/Diagrams

Image of a concept or idea

Visual learners, motivating, re-emphasize information

Tie consuming, avoids interaction, easy to get carried away

Songs and Raps

Information presented through music or rhythm

Hands-on, individual or group, integration, musical intelligence

Time consuming, more teacher prep, intimidating to shy, cost

Portfolio

Collection of entries

Certifies learning, alternate means, unbiased, community knowledge

Time consuming, must include feedback, too close to individual, not work

Journal

Ongoing record of expressions, feelings, etc.

Incorporates academic work, comfortable, individual, writing skills, expression of ideas

Criteria, subjective, time consuming, teacher response time

Debates/Discussions

Formal, oral confrontation

Improves communication, objective assessment

Not thorough, minimizes expression

Games

Comprehensive activity

Promotes creativity, provide review, practice skills, authentic

Validity, time

Experiments

Exercise to test data

Evaluation of information

Limited by data

Rubrics

Description of assignment expectations

All involved have a clear understanding of the assignment

Doesn’t allow for much creativity

8.5 Use and interpret performance data to inform instructional decisions.

In the Health education setting I always reference the most current Youth Risk Behavior Survey (YRBS). This allows me to see and show the students what the actual behavior trends are for their areas. It also allows me as an educator to assess what areas need more attention and what areas are doing just fine. In this way I can evaluate my lesson plans and create a health curriculum that is tailored to my student’s specific needs.