tennessee p.e. packet

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Physical Education

Student Growth Measures

Teacher Packet

Created and Supported by

Tennessee Association for Health, Physical Education,

Recreation and Dance

and

Tennessee Coordinated School Health

August, 2012

Pilot 2012-2013 School Year

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Tennessee Physical Education Student Growth Measures Committee

The following volunteers were recruited by the Tennessee State Department of Education.

Chairperson: Tina J. Hall, Ph.D.

Middle Tennessee State University

(Taught elementary physical education for 18 years)

Committee Members:

Shirley Holt/Hale, Ph.D.

Oak Ridge Public Schools, retired


Carol Irwin, Ph.D.

University of Memphis


Rebecca Johns-Wommack, Ed.D.

Executive Director, Office of Coordinated School Health

Tennessee Department of Education

Cam Kerst-Davis, D. A., NBCT

Franklin Special Schools, retired


Chuck Whitlock, M.A.

Coordinated School Health Coordinator

Wilson County Schools


Special thanks to the following Wilson County elementary school physical education teachers

for piloting the assessment protocols:

April Baird Karen Stinnett Melissa Granstaff Blake Tarter Mary Beth Griffin Deanna Trice Traverse Read

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References

Meredith, M.D., & Welk, G.J. (Eds). 2010. FITNESSGRAM & ACTIVITYGRAM Test Administration Manual.

Human Kinetics: Champaign, IL.

NASPE. 2010. P.E. Metrics: Assessing the National Standards. AAHPERD. Reston, VA

Ohio Department of Education. 2012. Physical Education Evaluation Instrument. 2012-2013. Ohio DOE.

ONeill Consulting. 2009. The Michigan Model for Health. MM. Chelsea, MI

Presidents Council on Fitness, Sports and Nutrition: www.presidentschallenge.org

South Carolina Physical Education Assessment, retrieved from

http://www.scahperd.org/Elementary_Policy_Manual_1-11-2007.pdf

Washington State Office of Superintendent of Public Instruction. 2011. OSPI Development of Fitness

Assessment. OSPI, Olympia, WA.

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Table of Contents Introduction .................................................................................................................................................. 5

What assumptions were made about assessing student growth in physical education? ............... 5

How does the assessment process work? ....................................................................................... 9

What administrative support does the program require? ............................................................ 10

Policies Governing the Submission, Analysis and Reporting of Data.......................................................... 11

Second Grade Psychomotor Assessments .................................................................................................. 16

Underhand Throw and Underhand Catch ..................................................................................... 17

Locomotor Patterns ....................................................................................................................... 22

Fifth Grade Psychomotor Assessments ..................................................................................................... 27

Overhand Throw ............................................................................................................................. 28

Basketball ........................................................................................................................................ 34

Soccer .............................................................................................................................................. 39

Paddle Tennis .................................................................................................................................. 44

Volleyball ......................................................................................................................................... 49

Directions for Psychomotor Score Sheets .................................................................................................. 54

Psychomotor Score Sheets ............................................................................................................ 55

Second Grade Cognitive/Affective Assessment .......................................................................................... 62

Fifth Grade Cognitive/Affective Assessment .............................................................................................. 64

Fifth Grade Physical Fitness (Aerobic Capacity) .......................................................................................... 69

Master Score Sheets ................................................................................................................................... 73

Cover Questionnaire ................................................................................................................................... 77

Data Submission Checklist ......................................................................................................................... 78

District Level Physical Education Supervisor Compliance Checklist) .......................................................... 80

Student Exceptionality Form ....................................................................................................................... 81

Appendix A: Cognitive/Affective Student Score Sheets and Tests ............................................................. 82

Appendix B: Percentile Scores for Boys and Girls Ages 9-11 ...................................................................... 85

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Introduction

What is the purpose of the Tennessee Physical Education Student Growth Measures?

The purpose of the Tennessee Physical Education Student Growth Measures (PE-SGM) is to

measure student learning over the span of a school year in physical education. The assessments

are aligned with national and state standards. The measurement of student growth should

provide feedback to physical education teachers, classroom teachers, administrators, parents,

and policy makers on the status of physical education programs as well as student growth.

The student growth model is a method of measuring the amount of progress a student makes

between two points in time. This method differs from evaluating student achievement level

where students are measured solely against a state standard. Student growth measurements,

while aligned with state standards, take into account where the student started prior to

instruction. Student growth measures in physical education have the potential to inform

instructional improvement, evaluate the effectiveness of physical education programs, and

target needs for professional development for physical educators

What assumptions were made about assessing student growth in physical education?

1. Assessment should not be new to physical education teachers. Assessment should be an

ongoing part of the teaching/learning process. Both formative and summative

assessment should be an integral part of a quality physical education program.

2. Student growth is best assessed by determining the extent to which students improve

through the teaching/learning process. Assessments using rubrics aligned with the state

physical education standards were created. The student achievement levels are

measured before instruction and again after instruction to demonstrate student growth

through the teaching/learning process.

3. PE-SGM measures student learning. Effective teaching as measured through the Teacher

Evaluation Assessment Measure (TEAM) or a similar district assessment is designed to

measure a teachers pedagogical skills as well as to guide him/her in how to improve as

a teacher. The PE-SGM is designed to measure student learning, the product of effective

teaching. The results of the pre-test should guide the teacher in planning/teaching the

content the students need to learn.

4. Sample grades can represent the school population. In the PE-SGM every grade level

does not have to be assessed. Grades two and five were selected as the targets of

assessment based on the developmental nature of these elementary school age groups.

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5. Assessments can be varied and allow for teacher decision making. The assessments

were created allowing teachers some decision making on what to test. Grade two

students will be assessed using a cognitive/affective written test (teachers select one of

three tests) and two psychomotor assessments: 1) underhand throw/underhand catch

and 2) locomotor skill sequence. Grade five students will be assessed on two

psychomotor assessments: 1) the mature overhand throw pattern and 2) a choice of a

basketball, soccer, paddle tennis, or volleyball skill assessment. The teacher must select

an additional test for grade five; either aerobic capacity physical fitness (mile run) or a

cognitive/affective written assessment (teachers select one of three tests). Options will

be provided at a later date for both dance and educational gymnastics.

6. A sample within a grade can adequately represent psychomotor student growth. The

cognitive/affective assessment will be administered to all second grade students. The

aerobic capacity fitness assessment or the cognitive/affective assessment will be

administered to all students in grades five (the teacher has a choice between the two

assessments). Every class does not have to be assessed in the psychomotor

assessments. The teacher may select one intact class for each motor assessment or the

same class can be used for both psychomotor assessments. It is recommended that the

teacher assess all classes in the psychomotor assessments but only one intact class data

set has to be submitted. One class per psychomotor assessment will signify a sample of

the grade level and will reduce the time spent on assessment.

7. The assessments are designed specifically for grades two and five and in their current

format would be developmentally and instructionally inappropriate for other grades. If

you do not teach both grades, simply submit scores for the only grade you teach and

clarify this information on the cover sheet questionnaire.

8. Teachers assigned to more than one school should only assess the students in grades

two and five from his/her home school.

9. Test taking varies by content. Cognitive/affective assessments will be conducted as a

pre-test in the first two weeks of school and a post-test the last six weeks of school.

Fitness testing should be administered as a pre-test in early October and post-test in

April. These dates allow for time to teach the students the concept of pacing and to

remove concerns about excessive heat on test day. Teachers are free to assess the

psychomotor anytime during the year as long as a pre-test is conducted before

instruction of the evaluated content. Some teachers may elect to pre-test before a unit

and then immediately after providing adequate instruction/practice time. Others may

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choose to pre-test at the beginning of the school year and post-test at the end of the

school year. If the latter is chosen, the teacher should plan to revisit the assessed

content throughout the year.

10. Teachers conduct and score the assessments. Teachers are expected to score their own

students psychomotor performance. This provides a source of immediate feedback on

student learning. Teachers will need to video/digitally record the psychomotor

assessments, view the recordings and complete the proper accompanying score sheets.

Scoring students live may save time, yet the accuracy of scoring is often in question

resulting in invalid scores. The written test will preferably be conducted by the

classroom teacher in the classroom environment. However, the physical educator can

give the test, if necessary. The fitness test will also be conducted and scored by the

teacher.

11. Psychomotor testing is designed to measure motor skill competence. The rubrics are

defined as: (5) Highly Competent; (4) Competent; (3) Somewhat lacking in mature

execution of skill; (2) Incompetent; (1) Did not complete or protocol was

altered/modified. The expectation is that with quality instruction and practice time

students should be able to reach Competent (a score of 4). Level 4 has been designed to

align with state standards expectation for the particular grade level. In all scoring

rubrics, this level is highlighted and designed to be the teaching/learning goal. It is highly

unlikely that many, if any, students will score a Highly Competent (5). These are typically

the students that are engaged in the particular activity out of school or for physical

education programs that teach their students four to five days a week.

12. Cognitive/affective and physical fitness scores should be based on improvement across

time. An aggregate score is determined by grade level to determine the percentage of

students who improve from pre-test to post-test. The rubric uses a 5 point scale based

on the percentage of students who improved over the course of the year: (5) 80% or

more; (4) 60-79%; (3) 40-59%; (2) 20-39%; and (1) 19% or less.

13. Teachers can and will follow testing protocol. While modifications in teaching are critical

to student success; modifications in testing protocol will create invalid data. Teachers

must follow ALL protocols exactly as written or the resulting teacher score for student

growth in that assessment will be a one.

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14. Teach before, direct during, and evaluate after. Prior to the pre-test teachers should

only teach and practice the protocol. After the pre-test and before the post-test,

teachers should teach their curriculum assuring they are teaching the tested content.

Prior to the post-test teachers should review and practice the testing protocols. The

teacher should inform students of their pre-test scores as a means to motivate

improvement. On the day of the test, the teacher takes on the role of director of the

assessment. Later, through watching recordings of the test or grading the

cognitive/affective tests, the teacher becomes an evaluator.

15. Some schools have teaching situations that are not idea (e.g., teach students only

once a week, have no indoor facility, or have limited equipment). These teachers may

feel it is unfair to be held accountable to state standards. Even in teaching situations

that are not perfect, it is import to demonstrate that students are experiencing growth

toward state standards. There is a cover questionnaire with space available for you to

provide the peer review committee with pertinent information that will give your

teaching context.

16. Some schools have good TVAS scores, making a teacher wonder if he/she would be

better to use the school wide value added data for the 35% evaluation that relies on

student growth data. School-level data fails to provide information about student

growth in the subject in which you are delivering instruction. In that system, judgments

are made about individual teachers based on students and subjects you may have never

taught. It also devalues Physical Education Teachers both present and future. There will

be significant negative consequences on physical education instruction without the

measurement of student growth in physical education as a part of a comprehensive

teacher evaluation reform effort. Quality physical education teachers seek opportunities

to showcase the effectiveness of their programs through demonstrating student

learning. Student growth measures in physical education have the potential to inform

instructional improvement, evaluate the effectiveness of physical education programs,

and target needs for professional development for physical educators.

17. Some schools have transit populations. Students' high mobility at both the school and

district level can affect the quality of information provided by some growth models.

Only students that were pre- and post-tested can be included in the submitted data. It is

recommended that you evaluate the student but not include the score.

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How Does the Assessment Process Work?

1. Beginning of the school year: Teachers create a written yearly plan outlining what they

will teach and when. The plan should also include when they will pre-test, teach, and

post-test the various assessment measures. The yearly plan is a blue print for the

teacher and does not have to be submitted.

2. First two weeks of school: Teachers will administer a cognitive/affective test to all

second and fifth graders (if cognitive/affective is selected for grade five). It is

recommended that the test be administered by the classroom teacher or by the physical

education teacher in the classroom environment. The test may be given in the gym if

the teacher desires. The test is to be taken within the first two weeks of school.

3. During the school year: Teachers will be assessing student performance and collecting

pre/post data on motor (and aerobic capacity fitness if selected) at various times during

the school year using the protocols designated for each assessment. The same

cognitive/affective test will be given in late April or early May as a post-test.

4. Submitting data: All student data and original records of student performance

(questionnaire, video/digital recordings, written tests, score sheets, master score sheet,

etc.) must be submitted to the district level Physical Education Supervisor (or individual

in this role) between May 1st and May 15. The district supervisor will check for

compliance issues and send all data to the chairperson of the peer review committee by

May 30.

5. Reviewing data: A peer review committee of physical education teachers and university

faculty meet during June to check the accuracy of teacher data submitted. The

committee will re-score student performance if teacher data is inaccurate. If data is

non-compliant (protocols were not followed) the highest score a teacher can receive on

that data set is a one.

6. Reporting: District Physical Education Supervisors and the TN State Department of

Education receive a report at the end of June on the results of the student assessment

for each teacher. The report includes teacher level data and scores for each assessment.

It is the responsibility of the district supervisors or State Department of Education to

pass results on to administrators and teachers.

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What Administrative Support Does the Program Require?

1. Instruction time: It is imperative that administrators provide all students the

opportunity to learn in physical education by scheduling grades K-2 in physical

education class for a minimum of twice a week for 30 minutes each meeting and grades

3-5 in physical education class for a minimum of twice a week for 30-45 minutes each

meeting. Efforts should be made to increase physical education time to three times per

week for a minimum of 90 minutes weekly if physical education student growth

measures are expected to reach grade level expectations. Additionally, classroom

teachers and others should be prohibited from keeping students out of physical

education class.

2. Video/digital equipment: Motor skills are an essential part of the physical education

standards. Performance based assessment can best be assessed with video/digital

recordings and scoring rubrics. Media centers for all schools should have the

video/digital equipment necessary for conducting the motor skill assessments. If not

available, this equipment will need to be purchased.

3. Assistance in assessment: The assessment program was designed to be a part of the

normal process of instruction. The motor skill assessments can be conducted with good

management skills on the part of the teacher. However, an additional teacher,

educational assistant, or parent volunteer would make the process run more efficiently.

Administrators should make every effort to provide a form of assistance on assessment

days.

4. Possible classroom teacher assistance: It is recommended that the cognitive

assessments be conducted in the classroom by the classroom teacher. The written

assessment will take approximately 25 minutes to conduct. If this option is not

supported by an administrator due to classroom teacher workload, then the physical

education teacher should be given access to a classroom to conduct the assessment

unless he/she feels the gymnasium (if available) is the better testing environment.

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Policies Governing the Submission, Analysis and Reporting of Data

What data must be submitted? Data must be submitted for grades two and five (unless the

teacher does not teach both grades). The following data has to be submitted:

One Cover Sheet Questionnaire per teacher

Grade 2 cognitive/affective written pre- and post-tests (one copy of actual test and

answer sheets from all second grade students) and score sheets

Grade 2 underhand catch/throw score sheets and video/digital evidence

Grade 2 locomotor skills score sheets and video/digital evidence

Grade 5 cognitive/affective written pre- and post-tests (one copy of actual test and

answer sheets from all fifth grade students) and score sheets; or Grade 5 aerobic

capacity fitness test score sheets (all fifth grade students should be accounted for on

score sheets)

Grade 5 overhand throw score sheets and video/digital evidence

Grade 5 chosen game form (basketball, soccer, paddle tennis, or volleyball) score sheets

and video/digital evidence

Documentation of Student Exceptionality forms (if used)

Master Score Sheets for grade 2 and grade 5

Official class rosters with student identification numbers and classroom teachers names

for all students in grades 2 and 5

Data Submission Checklist

Are all students assessed?

1. The cognitive/affective assessment will be administered to all second grade

students. The aerobic capacity fitness assessment OR the cognitive/affective

assessment will be administered to all students in grades five. Every class does not

have to be assessed in the psychomotor assessments. The teacher may select one

intact class for each motor assessment. The assumption is that one class will

represent a sample of the grade level and if the physical education program is

quality this sample will characterize the entire grade. Additionally, sample testing in

the psychomotor domain will reduce the time spent on assessment.

2. All students on an official class list are required to be tested unless students have an

IEP or 504 plan which specifically excludes them or makes the assessment task

inappropriate for them. All IEPs and 504 plans must be documented by an

appropriate school official on the Student Exceptionality Form included in this

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teacher assessment package. For students who qualify (e.g., the student has an IEP

or 504 plan that specifically describes a limiting condition nonconductive to the

testing protocol) appropriate accommodations for participation can be made and

should be documented accordingly. If a student is absent during 50% or more of

instructional days when assessed content is taught, the same form is appropriate

for documentation. The form requires evidence of authenticity.

3. Students who are absent the day of a pre-test must be tested within 5 school days of initial test administration. Students absent during post-testing must be tested upon returning to school.

4. If a temporary condition exists that prevents a student from being assessed (broken bones etc.) arrangements must be made for the student to take the test at a later point. Documentation must be provided for any student who cannot be tested prior to the end of the school year on the Student Exceptionality Form.

When does data have to be submitted?

All student data and original records of student performance (video/digital recordings, written

tests, score sheets, etc.) must be submitted to the district level physical education supervisor

between May 1st and May 15. The district level supervisor checks all material for compliance

and sends all data to the chairperson of the peer review committee by May 30.

How do you collect and submit data?

The protocols for collecting data are identified in each of the assessments. Data for each

teacher should be submitted in one box/envelope or one zip file. All video/digital data must be

copied on a DVD or on a flash drive (recommend minimum of 4G to capture all data). All data

resources should be clearly labeled. The Cover Sheet Questionnaire and the Data Submission

Checklist should be completed, signed and included with all data. Each class assessed should

have a score sheet, an official class list (with student identification numbers) and Student

Exceptionality Forms for students not assessed. Before submitting data, teachers should make

sure that ALL materials are completed. Incomplete data may result in a score of one.

What format is best for recording and saving data?

Teachers may submit video/digitally recorded data in any common format at normal speed

using the protocols identified for a performance indicator. The preferred format would be

.mp4 due to its quality/compression/file size. Other acceptable formats are .avi, .mov, or

.mpeg. The preferred resolution would be 1080p or 1920x1080 pixels. The minimum resolution

would be 720p or 1280x720 pixels. Students must appear on the summary score sheet in the

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order in which they appear on the video recording. Different activities must be on different

labeled files or DVDs. To decrease the size of files, it is suggested to stop after each small group

rather than keeping the camera running. All recordings must clearly show student pinnie

numbers and all student performances. Teachers may redo recordings as many times as is

necessary to get the technical quality needed to make good judgments about student

performance. All data resources should be clearly labeled. If the technical quality is so poor as

to make it impossible for the monitoring committee to make judgments about student

performance, teachers will receive a score of one on that assessment. Teachers and District

Physical Education Supervisors must check data quality before submitting.

How does the peer review process work?

Data are analyzed by a peer review committee of professionals (qualified public school teachers

and university faculty in physical education) during the month of June. After extensive training,

the peer review committee will look at all of the materials submitted by a teacher (including the

video/digital recordings). The initial peer review check is for teacher compliance. The following

will be considered non-compliant data: 1) assessments are not completed; 2) the teacher did

not follow the protocols; 3) the video/digital recordings do not clearly show the student

performance; or, 4) the required materials were not submitted by the teacher. Any of the

above actions result in a score of ONE for student growth measures on each assessment that is

deemed non-compliant. The peer review committee will review all compliant data submitted by

teachers for scoring accuracy and, if necessary, rescore any assessments to determine the

percentage of students in a class that improved (if pre-test scores were a 2, 3, or 4) or

maintained (if pre-test scores was a 4 or 5).

How does the peer review committee function?

Peer Review Committee Members will be appointed and trained by the Tennessee Physical

Education Student Growth Measures Committee. The Peer Review Committees function is to

review the data submitted by schools to check for protocol compliance, determine teacher

scoring accuracy, and finally to report the data results.

1. The Peer Review Committee will consist of professionals with teaching credentials in elementary physical education and university physical education faculty.

2. The number of professionals appointed to the Peer Review Committee will be determined by the number of teachers submitting data.

3. The Peer Review Committee will meet at central data review locations. The committees

work will be completed by the end of June.

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4. Peer Review Committee members will be divided into subcommittees of three. The

members will check all data for compliance. If data is deemed non-compliant, the score

for that assessment is a one. If the data submitted is compliant, one committee member

will assess the accuracy of an individual teachers student psychomotor scores by

selecting a 25% sample of students. If the scores are 80% in agreement, the teachers

scores will be considered accurate and the class set is accepted. If the sample is

inaccurate, another 25% sample will be selected. If the 50% sample does not reach 80%

agreement, another member of the peer review subcommittee will check the 50%

sample. If in agreement with the first committee member, the student scores will be

assessed by the peer review committee and those scores will be used. If the two peer

reviewers disagree, the third subcommittee member will review the 50% sample scores.

5. All members of the Peer Review Committee will be instructed on data security and

confidentiality and will sign a contract with the understanding that they can be dismissed

for any violation of that policy. No data will be taken from the central data review locations.

Members of the Peer Review Committee may not discuss the assessment results with any

person not part of the Peer Review Committee.

How is data scored?

1. Final scores for an indicator (psychomotor, cognitive, and/or fitness) will be established

by determining the percentage of students who improved (if pre-test score was a 2, 3,

or 4) or maintained (if pre-test was a score of 4 or 5).

2. The student growth measures score for a teacher will be determined by weighting each

of the assessments according to the TN PE-SGM policy.

a. Weighting for grade two will be as follows:

i. 75% : combined locomotor and underhand throw/catch scores from a

sample second grade class

ii. 25% : the entire grade level percentage for the cognitive/affective test

b. Weighting for grade five will be as follows:

i. 75%: combined overhand throw and optional game skill from a sample

fifth grade class

ii. 25%: the entire grade level percentage for either the cognitive/affective

test or the aerobic capacity fitness test

All psychomotor scores will be compressed into one score and then multiplied times three.

Cognitive/affective or fitness scores will be compressed and added to the above number. This

total score will range between one and five, representing the total student growth score (35%)

for an individual teacher.

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How are the Results Reported?

The State Department of Education and the District Physical Education Supervisor/Coordinated

School Health Coordinator will receive a final score for each teacher by June 30. Each District

Supervisor will then pass the scores on to the principals and teachers of each school.

How is the Security of the Data Preserved?

1. All data submitted will be stored in a secure location and handled in a manner that

preserves its security and confidentiality.

2. All members of the Peer Review Committee will receive explicit instructions on

preserving the security and confidentiality of the data and the results of any data

analysis.

3. Data may be used without identifying teacher, school or student names for

research/reporting purposes that are directly related to physical education program

improvement and the improvement of the assessment program. Approval is required by

the TN PE-SGM committee.

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TENNESSEE PHYSICAL EDUCATION STUDENT GROWTH MEASURES

Second Grade PSYCHOMOTOR ASSESSMENTS

Tennessee Physical Education Standard One: Movement Forms/Motor Skills and Movement Patterns: A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Second Grade Assessment Tasks:

1. Demonstrate a mature underhand throw pattern and underhand catch pattern with a

hand-sized object (required)

2. Demonstrate mature patterns of fundamental locomotor skills (gallop, skip, slide, jog

and jump/land).

Second Grade Sample to be Assessed:

The underhand throw and underhand catch assessment is submitted on one second

grade class.

The locomotor skills assessment is submitted on the same or a different second grade

class.

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Second Grade

Underhand Throw and Underhand Catch

Assessment Task:

Catch (underhand pattern) a ball tossed by a skilled thrower and use an underhand throw pattern to send the ball back to the receiver. The assessment measures mature underhand throw pattern, accuracy of throw and underhand catch.

Critical Elements of Performance:

Underhand Throwing Technique

Arm back in preparation

Opposite foot forward

Release toward target

Underhand Throwing Accuracy

Throwing accuracy is defined by a catchable throw (the receiver not having to move more than

one step)

Underhand Catching Technique

Two hand catch with little fingers in

Reach for ball, absorb catch

Tracks ball to hands

Successful Catching

Successful catching is defined by not dropping or missing the ball.

o A clean catch is defined as no bobble.

o A bobble is defined as momentary loss of control, yet maintaining possession.

Criteria for competency (Level 4):

1. Uses good underhand throwing technique to send a ball to a receiver 2. Accurately throws ball underhand to receiver 3. Uses good underhand catching technique to receive a ball at or below the waist level 4. Successfully catches ball thrown underhand from a skilled thrower

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Assessment Protocols:

Directions to Students (Read aloud verbatim) You will be asked to underhand throw and underhand catch a ball with me. I will toss you a ball 4 times. You need to catch each toss with two hands showing me your best form (palms up, fingers slightly apart, pinkies almost touching, reach for the ball and then use soft hands to make sure it stays in your hands). You do not have to stay on the starting mark. Remember to show ready hands when preparing for my throw. After you catch each toss, you are to throw the ball back to me using an underhand throwing pattern. Remember to throw each ball using good form (arm back, step with your opposite foot forward, and release the ball toward target). Directions to Teachers

1. See General Assessment Protocols at the end of this section. 2. Clearly indicate where the student should stand (this should be marked 12 feet from teacher). 3. Either the teacher or a competent thrower should toss the ball gently using an underhand action

so the ball drops toward students waist. If it is a poor toss, repeat the toss. If the toss is repeated turn to the camera and state that you are repeating the toss due to your error.

4. Remind student he/she does not have to stand on the starting mark. Safety and Classroom Management:

1. Set up catching/throwing area so that no other students can enter the area. 2. Use a container of several of the same hand-sized objects (e.g., fleece balls, tennis balls, whiffle

balls) set up behind and to the side of the teacher (or competent thrower) to make the assessment process more efficient.

3. If you use a ball that rolls (i.e., tennis ball), it is suggested to establish a system where an additional student(s) retrieve missed catches without interfering with the performer and out of the camera view.

4. Remaining students in the class should not be permitted to be an audience for the performance of the students being assessed.

5. Teachers need to make arrangements for students not being tested to be engaged in other activities that will not interfere with testing area. One example is to organize students in a rotation of stations which would include an assessment practice station just prior to the actual assessment. If possible, request a teaching aid or parent volunteer to monitor other students while you administer the test.

6. For testing efficiency, other students in the testing station can be throwing and catching with a partner and rotate turns with the teacher (in diagram below, while teacher is testing student #1, students #2 & #7, #3 & #6, and #4 & #5 will practice). Make sure spacing of practicing students insures no interruption. In the diagram below notice the camera is positioned to see student assessed and teacher receiving the students throw.

Teacher Student 7 Student 6 Student 5

(Lines 12 feet apart) ________________________________________________ Student 1 Student 2 Student 3 Student 4

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Equipment/Facilities/Materials: You will need:

1. Numbered pinnies for all students 2. Camcorder, tripod, DVD/memory card, and extension cord at least 25 feet long 3. Tape measure and tape to mark lines on floor for camera location and starting points. It is

recommended that you use tape to show the area for you and the student to stand. 4. Clipboard, pen, and score sheet 5. Suggested hand-sized objects for throwing and catching include fleece balls, whiffle balls, or

tennis balls. Beanbags are not an option. Be sure to use the same object for every child. Camera Location and Operation: Set up camera where both the teacher and the student are in view. The students entire body, including the feet, must be in camera view and close enough to assess throwing and catching form. Position camera so the teacher can be seen receiving the catch. Do a trial run on camera position before starting the assessment.

Teacher - - - - - - - -12- - - - - - Student

( = camera; T = Teacher)

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Underhand Throw and Underhand Catch Assessment Task Scoring Rubric

*A catchable throw is defined as the receiver not having to move more than one step.

**A clean catch is defined as no bobble.

Rubric Definitions: (5) Highly Competent; (4) Competent; (3) Somewhat lacking in mature execution

of skill; (2) Incompetent; (1) Did not complete or protocol was altered

Level Underhand

Throwing Form

Underhand Throwing Accuracy

Underhand Catching Form

Catching Success

5

Consistently (4 of 4) throws with all critical elements (below) with fluid motion

Consistently (4 of 4) throws catchable throws*

Consistently (4 of 4) catches with all critical elements (below) with fluid motion

Consistently(4 of 4) makes clean catches**

4

Usually (3 of 4) throws with all critical elements: -Arm back in preparation -Opposite foot forward -Release toward

target

Usually (3 of 4) throws catchable throws*

Usually (3 of 4) catches with all critical elements: -Two hand catch with little fingers in -Reach for ball and absorb catch -Tracks ball to hands

Usually (3 of 4) catches the ball

3

Usually (3 of 4) throws with only 2 critical elements present

Sometimes (2 of 4) throws catchable throws*

Usually (3 of 4) catches with only 2 critical elements present

Sometimes (2 of 4) catches the ball

2

Usually (3 of 4) throws with only 1 critical element present

Lacks control of tossing accuracy and seldom throws catchable throws * (

21

General Assessment Protocols:

1. Teach before, direct during, and evaluate after. Prior to the pre-test teachers should only teach

and practice the protocol. After the pre-test and before the post-test, teachers should teach

their curriculum assuring they are teaching the tested content. Prior to the post-test teachers

should review and practice the testing protocols. The teacher should inform students of their

pre-test scores as a means to motivate improvement. On the day of the test, the teacher takes

on the role of director of the assessment. Later, through watching recordings of the test or

grading the cognitive/affective tests, the teacher becomes an evaluator.

2. One student at a time should be assessed. The entire class should complete the assessment. Students waiting to be assessed should be participating in other activities, not sitting/watching the individual being assessed.

3. If the teacher tosses an uncatchable toss, repeat the toss and verbally indicate to the camera

that the toss will be repeated.

4. All video/digital recordings must clearly show student numbers. All students on camera should wear pinnies/jerseys with large white numbers that are at least 8 - 10 inches high and 1 1/2 to 2 inches wide on each side. If possible, use dark colored pinnies (i.e., black, navy blue,). You will need enough pinnies and different numbers for each student in the class. Do not put two students with the same number and color on the same recording for an activity. If you record on two different days you must make sure two students do not have the same number and color.

5. Before the assessment, you must start the camera and read the directions to all students. If

assessment must continue on another day, or if all students did not hear the directions, directions must be read again on camera. If you are doing station formation, repeat the directions as each group rotates to the assessment station. You may clarify the directions, but once testing starts they should get no further coaching from you on how to do the activity.

6. Immediately before a small group of students perform, each student should state his/her

FIRST/LAST NAME and NUMBER (include color with number if you have duplicated numbers on different colored pinnies) loudly into the camera. Students should stand approximately five feet from the camera. The teacher should restate the name and number into the camera.

7. If a video/digital recording is not clear, the test should be repeated at another time. Teachers

may repeat video/digital recordings as many times as is necessary to get the technical quality of the recording needed for good judgments to be made about student performance.

8. On occasion, a teacher may allow a student to repeat a performance if that performance does

not represent what the student is capable of doing. Students who repeat their performance should be at the end of the class recording and changed to the end of the summary score sheet.

9. Students should appear on the summary score sheet in the exact order they appear on the

video/digital recording. *Failure to follow any of the above protocol or modifying the assessment task will cause the PE-SGM on this assessment to be evaluated as a ONE.

22

TENNESSEE PHYSICAL EDUCATION STUDENT GROWTH MEASURES Second Grade

Perform a Variety of Locomotor Patterns

Assessment Task: Perform the locomotor patterns of gallop, skip, slide sideways, and jog ending in a jump/land. In groups of four to seven, students will be expected to perform all four locomotor skills while traveling in general space. The teacher will call out the first skill of gallop. After approximately 30 seconds, the teacher is to provide a stop signal (e.g., voice, drum, clap.) The protocol is repeated for the skip and the slide. For the last locomotor travel pattern the students are instructed to jog for about 10 seconds and on the teachers signal execute a jump from one foot landing on two feet. Students should be instructed to pause momentarily to demonstrate a controlled landing.


Gallop

Smooth, rhythmical forward action on the balls of the feet

Demonstrates lead leg step-close action without crossover

Hips (torso) facing forward

Momentarily airborne Skip

Body erect with head facing forward

Step taken followed by a short hop with a knee lift

Alternating feet

Momentarily airborne Slide

Smooth, rhythmical sideways action on the balls of the feet

Demonstrates lead leg step-close action without crossover

Hips (torso) facing forward while side faces direction of travel

Momentarily airborne Jump and Land

One foot take-off to two foot landing

Swings arms forward and upward while airborne

Bends hips, knees, and ankles for soft controlled landing (no steps taken)

Holds landing for approximately two seconds *The jog pattern is not assessed. It is simply used as transition into the jump.

Criteria for competency (Level ):

1. Performs gallop using mature pattern 2. Performs skip using mature pattern 3. Performs slide using mature pattern 4. Performs a jog into a jump and lands using mature pattern

23

Assessment Protocols:

Directions to Students (Read aloud verbatim and on camera) You will be asked to perform four locomotor skills with several other students while traveling in general space. The boundaries you will need to stay in are marked with cones (or other noticeable equipment, such as poly spots). Remember when traveling in general space you should be careful not to move close to anyone else and to look for open space. The sequence of locomotor skills includes the following order: gallop, skip, slide sideways, and jog into a jumping where you take off on one foot and land on two feet. Be sure and pause for a couple of seconds to hold your landing after the jump. You will perform each skill for about 30 seconds. I will signal when to stop and will then remind you of what is next. During the jog I will signal when to perform your jump. Directions to Teachers

1. See General Assessment Protocols at the end of this section. 2. Clearly indicate the 24 X 24 area where students will perform locomotor skills. 3. Put students in groups of three or four students; have groups practice sequence once prior to

filming the assessment. 4. Students are asked to start in their own personal space within the 24 X 24 area. The different

locomotor skills will be performed while traveling in general space. Teacher calls out gallop (students gallop for approximately 30 seconds) and teacher signals a stop. Teacher calls out skip (students skip for approximately 30 seconds) and teacher signals a stop. Teacher calls out slide sideways (students slide for approximately 30 seconds) and teacher signals a stop. Teacher calls out jog and reminds students on next signal (approximately 10 seconds into the jog) they will jump from one foot, landing on two.

5. Encourage students to stay within the assessment area and to maintain personal space as they travel so as not to interfere with others.

Safety and Classroom Management:

1. Set up 24 X 24 locomotion area so no other students can enter the area. 2. Be sure that students understand the boundaries of the locomotion area and to avoid moving in

the pathway of the other students in their group. 3. Allow only students with safe footwear to be assessed (e.g., no sandals or boots) 4. If setting up the assessment area outside, use smooth hard surface free from obstructions or

debris. 5. Remaining students in the class should not be permitted to be an audience for the performance

of the students being assessed. 6. Teachers need to make arrangements for students not being tested to be engaged in other

activities that will not interfere with testing area. One example is to organize students in a rotation of stations which would include an assessment practice station just prior to the actual assessment. If possible, request a teaching aid or parent volunteer to monitor other students while you administer the test.

24


1. Numbered pinnies for all students 2. Camcorder, tripod, DVD/memory card, extension cord at least 25 feet long 3. Tape measure and tape to mark lines on floor for camera location and cones (or other

noticeable equipment, such as poly spots) for the locomotor assessment area (24 X 24) 4. Clipboard, pen and score sheet 5. Any other necessary equipment for performing the task

Camera Location and Operation: Set up camera at an angle in the corner of the assessment area. The camera must be far enough away to capture the entire area and at a height to see the entire body, including the feet of the students. Do a camera position check with children traveling in assessment area before starting. = Cone = Camera

24 24

25


1. Teach before, direct during, and evaluate after. Prior to the pre-test teachers should only teach

and practice the protocol. After the pre-test and before the post-test, teachers should teach their

curriculum assuring they are teaching the tested content. Prior to the post-test teachers should

review and practice the testing protocols. The teacher should inform students of their pre-test

scores as a means to motivate improvement. On the day of the test, the teacher takes on the role

of director of the assessment. Later, through watching recordings of the test or grading the


2. Groups of four to seven students are assessed at one time on the locomotor performance. Students waiting to be assessed should be participating in other activities and not sitting/watching the individual being assessed.

3. All video/digital recordings must clearly show student numbers. All students on camera should

wear pinnies/jerseys with large white numbers that are at least 8 - 10 inches high and 1 1/2 to 2 inches wide on each side. If possible, use dark colored pinnies (i.e., black, navy blue, kelly green). You will need enough pinnies and different numbers for each student in the class. Do not put two students with the same number and color on the same recording for an activity. If you record on two different days you must make sure two students do not have the same number and color.

4. Before the assessment, you must start the camera and read the directions to all students. If

assessment must continue on another day, or if all students did not hear the directions, directions must be read again on camera. If you are doing station formation, repeat the directions as each group rotates to the assessment station. You may clarify the directions, but once testing starts they should get no further coaching from you on how to do the activity.

5. Immediately before a group of students perform, each student should state his/her FIRST/LAST

NAME and NUMBER (include color with number if you have duplicated numbers on different colored pinnies) loudly into the camera. Students should stand approximately five feet from the camera. The teacher should restate the name and number into the camera.

6. If a video/digital recording does not come out clearly, the test should be repeated at another

time. Teachers may repeat video/digital recordings as many times as is necessary to get the technical quality of the recording needed for good judgments to be made about student performance.

7. On occasion, a teacher may request that a student repeat a performance if that performance does

not represent what the student is capable of doing. Students who repeat their performance should be at the end of the class recording and changed to the end of the summary score sheet.

8. Students should appear on the summary score sheet in the exact order they appear on the video/digital recording.

*Failure to follow any of the above protocol or modifying the assessment task will cause the PE-SGM on this assessment to be evaluated as a ONE.

26

TENNESSEE PHYSICAL EDUCATION STUDENT GROWTH MEASURES Locomotor Skills

Assessment Task Scoring Rubric

Rubric Definitions: (5) Highly Competent; (4) Competent; (3) Somewhat lacking in mature

execution of skill; (2) Incompetent; (1) Did not complete or protocol was altered

Level Gallop Skip Slide Jump and Land

5 Performs gallop using all critical elements and with fluid motion

Performs skip using all critical elements and with fluid motion

Performs slide using all

critical elements and with

fluid motion

Performs jump and land using all critical elements and with fluid motion

4

Performs gallop using critical elements (all 4 elements) -Smooth, rhythmical forward action on the balls of the feet -Demonstrates lead leg step-close action without crossover -Hips (torso) facing forward -Momentarily airborne

Performs skip using critical elements (all 4 elements) -Body erect with head facing forward -Step taken followed by a short hop with a knee lift -Alternating feet -Momentarily airborne

Performs slide using critical elements (all 4 elements) -Smooth, rhythmical sideways action on the balls of the feet -Demonstrates lead leg step-close action without crossover -Hips (torso) facing forward while side faces direction of travel -Momentarily airborne

Performs jump and land using critical elements (all 4 elements) -One foot take-off to two foot landing -Swings arms forward and upward while airborne -Bends hips, knees, and ankles for soft controlled landing (no steps taken) -Holds landing for approximately two seconds

3

Performs gallop using most critical elements (3 of 4 elements)

Performs skip using most critical elements (3 of 4 elements)

Performs slide using most

critical elements (3 of 4

elements)

Performs jump and land using most critical

elements (3 of 4 elements)

2

Performs gallop using two or less critical elements.

Performs skip using two or less critical elements.

Performs slide using two

or less critical elements.

Performs jump and land using two or less critical elements.

1 Violates safety procedures and/or does not complete the assessment task

27


Fifth Grade PSYCHOMOTOR ASSESSMENTS

Tennessee Physical Education Standard One: Movement Forms/Motor Skills and Movement Patterns: A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Fifth Grade Assessment Tasks:

1. Demonstrate a mature overhand throwing pattern (required)

2. Choose from one of the following game skill assessment options:

a. Demonstrate basic skills and tactics in a small sided game setting (basketball or

soccer)

b. Demonstrate a mature forehand stroke pattern in paddle tennis.

c. Demonstrate a mature overhead volley pattern in volleyball.

Fifth Grade Sample to be Assessed:

The overhand throw assessment is submitted on one fifth grade class.

The game skill assessment is submitted on the same or a different fifth grade class.

*Assessments for Gymnastics and Dance will be added and piloted at a later date.

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Grade Five

Overhand Throw

Assessment Task:

Catches a self-tossed ball and moves into an overhand throw for distance (or force) demonstrating a mature overhand throwing pattern.

To guarantee an environment to elicit the mature pattern, a throwing distance of at least 50 is required.


Catches ball and moves into overhand throwing position:

Positions body in a staggered stance

Opposite foot of throwing arm forward facing direction of throw

Pulls ball back and transitions smoothly into preparatory phase of overhand throw

Overhand Throw:

Preparatory phase

o begins with inside of dominant foot facing the target with obvious weight shift to the

back foot

o hips begin rotation followed by shoulders, resulting in side to target

o as shoulders rotate, throwing hand goes back aligning elbow with hip and throwing

hand rotates with palm slightly away (as if showing a glimpse of the ball to a person

behind you).

Execution and Follow Through Phase

o Hips uncoil and rotate toward target (belly button points at target), opposite foot steps

forward with extended stride

o The elbow maintains shoulder height and leads the throwing action as the forearm

creates a laid back L position

o After the release, the throwing hand crosses the body


1. Meets all 3 of the critical elements of performance to catch and move into an overhand throwing position

2. Meets all 3 of the critical elements of performance to execute the preparatory phase of the overhand throw

3. Meets all 3 of the critical elements of performance to demonstrate the proper execution and follow through phase of the overhand throw

29

Overhand Throw Assessment Protocols Directions to Students (Read aloud verbatim) You are going to toss a hand-sized ball above your head high enough that you can reach, catch, and go directly into an overhand thrown. While the ball is in the air, you will need to position your body so you are ready to go right into the throw. You are going to try and throw the ball as far (or as hard) as you can. You will need to start your throw from behind this line. It is okay if you step on or over the line when you throw. You may take a step or two if you choose. You will be assessed on your throwing form (technique) including moving into the overhand throwing position from your catch. You will have two trials. If your toss is not good, you may ask to repeat the trial.

Directions to Teacher

1. See General Assessment Protocols at the end of this section. 2. Clearly indicate to students they are throwing as hard or as far as they can (students should not

attempt to throw to a specific target to avoid eliciting poor throwing technique). 3. Students are allowed to take preparatory/approach steps (e.g., crow hop, shuffle steps) to

throw the ball. 4. Students should warm up before this task. 5. If the student makes a bad self-toss, they may toss it again and should be encouraged to do so. 6. Position the camera location to capture the throwing arm side. Placing all left-handed throwers

at one end of the throwing order should expedite the assessment. 7. Assess only the best throw of the two throws.

Safety and Classroom Management: 1. Set up throwing area so that no other students can enter the throwing area. 2. Use a container of the same kind of balls set up behind and to the side of the throwing line or

area. Have another student give a ball to the thrower when he/she is ready. 3. It is suggested to establish a system where additional students retrieve the thrown balls without

interfering with the performer and out of the camera view. 4. Remaining students in the class should not be permitted to be an audience for the performance

of the students being assessed. 5. Students need to be allowed adequate warm up time to prevent arm/shoulder injury. 6. Teachers need to make arrangements for students not being tested to be engaged in other

activities that will not interfere with testing area. One example is to organize students in a rotation of stations which would include an assessment practice station just prior to the actual assessment. If possible, request a teaching aid or parent volunteer to monitor other students while you administer the test.

Depending upon physical education facility and or outdoor space, two different testing conditions have been suggested and are explained on the next page.

30

Throwing to an open field (outdoors)-recommended

1. Six to eight hand-sized balls (Incrediballs, rag balls, softballs, or baseballs recommended) 2. A marked throwing line 3. Cones marked at 50, 70, 90, 110, and 130 for incentives to throw the ball far 4. One student to feed balls to the thrower and one waiting 5. Three students to retrieve balls (have them hold onto balls until three students complete the

test) 6. Set up a rotation where the feeder becomes the next thrower, retriever 1 becomes the next

feeder, retriever 2 moves to retriever 1 position and the thrower goes to retriever 2 position.

Thrower 3 50 70 90 110 130 Thrower 2

Thrower 1 Throwing Line Camera Throwing to a wall or backstop/fence (indoors or outdoors)-indoors may require most of teaching space

1. Two hand-sized balls (Incrediballs, rag balls, softballs, or baseballs recommended). 2. Two-inch tape (preferably color tape or survey tape) approximately 10 feet long to mark a line

on the wall 4 feet up from the floor for students to throw over 3. A 50-foot throwing line 4. One student to feed balls to the thrower 5. One student to retrieve balls if they rebound away from the thrower (have him/her hold onto

balls until both throws have been completed) 6. Set up a rotation where the feeder becomes the next thrower, the retriever becomes the next

feeder and the thrower goes to retriever. 50

Throwing Line

Feeder Wall or Backstop/Fence Thrower Camera

R R

R

31


1. Numbered pinnies for all students, 2. Camcorder, tripod, DVD/memory card, and extension cord at least 25 feet long (longer if

outdoors) 3. Tape measure and items (tape, rope, cones, poly spots, spray paint, lime etc.) to mark lines on

floor/ground to indicate camera location and the 50 foot throwing lines. 4. Clipboard, pen, and score sheet 5. Hand-sized balls for throwing (Incrediballs, rag balls, softballs, or baseballs). Lightweight balls

such as whiffle, yarn, fleece, or tennis balls should not be used.

Camera Location and Operation: The camera angle should be at a 90-degree angle to the thrower (a side view). Position the camera on the throwing-arm side so the camera will be focused on the entire body of the student. You should be able to clearly see the students entire body (including the feet) in the viewfinder. The wall or field space does not need to be in the camera view. Keep the camera stationary and focused on the thrower for all throws. See the two options on the previous page.

32


Overhand Throw Grade 5


Level Catches and Moves into

Overhand Throwing Starting Position

Preparatory Phase of Overhand Throw

Execution and Follow Through of Overhand Throw

5 Meets all 3 critical elements of performance with one fluid motion.

Meets all 3 critical elements of the performance with one fluid motion.

Meets all 3 critical elements of the performance with one fluid motion.

4

Meets all 3 of the critical elements of performance to catch and move into an overhand throwing starting position: -Positions body in a staggered stance -Opposite foot facing direction of throw -Pulls ball back and moves smoothly into preparatory phase of overhand throw

Meets all 3 of the critical elements of performance of the preparatory phase of the overhand throw: -Begins with inside of dominant foot facing the target with obvious weight shift to the back foot -Hips begin to rotate followed by shoulders, resulting in side to target -As shoulders rotate throwing hand goes back aligning elbow with hip and throwing hand rotates with palm slightly away (as if showing a glimpse of the ball to a person behind you).

Meets all 3 of the critical elements of performance of the execution and follow through phase of the overhand throw: -Hips uncoil and rotate toward target (belly button points at target) as the opposite foot steps forward with an extended stride -The elbow maintains shoulder height and leads the throwing action as the forearm creates a laid back L position -After the release, the throwing hand crosses the body

3

Meets 2 of the 3 critical elements of performance to catch and move into an overhand throw starting position.

Meets 2 of the 3 critical elements of performance to execute the proper preparatory phase of the overhand throw.

Meets 2 of the 3 critical elements of performance to demonstrate the proper execution and follow through phase of the overhand throw.

2

Meets 1 or none of the critical elements of performance to catch and move into an overhand throw starting position.

Meets 1 or none of the critical elements of performance to execute the proper preparatory phase of the overhand throw.

Meets 1 or none of the critical elements of performance to demonstrate the proper execution and follow through phase of the overhand throw.

1

Violates safety procedures and/or does not complete the assessment task.



33


1. Teach before, direct during, and evaluate after. Prior to the pre-test teachers should only teach and

practice the protocol. After the pre-test and before the post-test, teachers should teach their curriculum

assuring they are teaching the tested content. Prior to the post-test teachers should review and practice

the testing protocols. The teacher should inform students of their pre-test scores as a means to

motivate improvement. On the day of the test, the teacher takes on the role of director of the

assessment. Later, through watching recordings of the test or grading the cognitive/affective tests, the

teacher becomes an evaluator.

2. One student at a time should be assessed. The entire class should complete the assessment. Students waiting to be assessed should be participating in other activities and not sitting/watching the individual being assessed. Exception only made to the two students waiting to rotate to throwing position.

3. If the student makes a poor self-toss or misses the ball, the toss can be repeated. Only the best throw of the two attempts will be scored.

4. All video/digital recordings must clearly show student numbers. All students on camera should wear pinnies/jerseys with large white numbers that are at least 8 - 10 inches high and 1 1/2 to 2 inches wide on each side. If possible, use dark colored pinnies (i.e., black, navy blue). You will need enough pinnies and different numbers for each student in the class. Do not put two students with the same number and color on the same recording for an activity. If you record on two different days you must make sure two students do not have the same number and color.

5. Before the assessment, you must start the camera and read the directions to all students. If assessment must continue on another day, or if all students did not hear the directions, directions must be read again on camera. If you are doing station formation, repeat the directions as each group rotates to the assessment station. You may clarify the directions, but once testing starts they should get no further coaching from you on how to do the activity.

6. Immediately before a group of students perform, each student should state his/her FIRST/LAST NAME and NUMBER (include color with number if you have duplicated numbers on different colored pinnies) loudly into the camera. Students should stand approximately five feet from the camera. The teacher should restate the name and number into the camera.

7. If a video/digital recording is not clear, repeat the test. Teachers may repeat video/digital recordings as many times as is necessary to get the technical quality of the recording needed for good judgments to be made about student performance.

8. On occasion, a teacher may request that a student repeat a performance if that performance does not represent what the student is capable of doing. Students who repeat their performance should be at the end of the class recording and changed to the end of the summary score sheet.

9. Students should appear on the summary score sheet in the exact order they appear on the recording.


34


Grade 5

Basketball Option

Assessment Task: Use offensive skills to maintain ball possession in a 2 on 1 non-shooting basketball game.


1. Usually maintains adequate spacing in relation to teammate and moves to open space to create a

passing lane.

2. Usually executes a catchable lead pass to teammate

3. Usually receives a catchable pass while maintaining control of ball and body


Moves to open space

Offensive players maintain adequate spacing (avoid crowding or hand-off type passes)

Moves to an open area to create a passing lane that allows passer to make easy passes

Passing technique

Pass is one or two steps ahead of receiver (leads the receiver)

Pass is delivered with adequate force and height to make it a catchable ball

Catching technique

Catches ball with two hands and maintains control

Maintains body balance and control in order to stop or continue directly into dribble (no more than two steps taken before dribbling or passing ball)

35

Basketball Assessment Protocols:

Directions to Students (Read aloud verbatim) You and a partner will be assessed on your ability to play a non-shooting game of basketball against one defender. You will be assessed on your ability to move to create open space and passing lanes; make catchable passes; and receive catchable passes. Your passes should be lead passes so that your partner must be moving to catch the ball. Once you catch the ball, try to keep your balance so you take no more than one or two steps after reception. You may dribble but concentrate on keeping good space between you and your partner. Once you pass the ball, you must move so your partner can pass to you. Do not throw to your partner until she or he moves to get open. Remember the idea of this game is good, quick passes. One partner starts play from a boundary line. Each time play is interrupted by the defense gaining control or a ball knocked or thrown out of the boundaries, play will be resumed. The defender, though not assessed, will moderately attempt to cut off passing angles or intercept passes and should not make contact with the offensive players. The defender must stay in the defensive circle. After the offensive player being assessed has had 4 passing attempts and an opportunity to receive 4 catchable passes, the game will be stopped. If the ball is within one step of you, it is considered catchable.

Directions to Teachers 1. See General Assessment Protocols at the end of this section 2. Students should be grouped by ability. 3. After the offensive player being assessed has had 4 passing attempts and has had an

opportunity to receive 4 catchable passes, the game will be stopped. If the ball is within one step of the receiver, it is considered catchable.

4. It is suggested to have extra equipment readily available to expedite completion of the assessment. If possible, have extra students with ball in hand on each sideline. If the ball gets away, the sideline helper can throw in a new ball and retrieve the loose ball. A group of 6 students of similar skill would work best for the testing station. During each rotation two individuals are on offense, one on defense, and three on the sidelines. Rotate students where all individuals are assessed on offense.

5. A suggested rotation is assessing only one offensive player at a time. This allows the teacher to focus on one offensive player and clearly count 4 passing and catching attempts before stopping play. The rotation would be OFFENSIVE PLAYER 1 (assessed starting with throw in pass), to DEFENSIVE PLAYER (not assessed), to OFFENSE PLAYER 2 (not assessed). Offensive Player 2 then goes to Offensive Player 1 to be assessed. After all three have been assessed, rotate with sideline helpers.

Safety and Class Management: 1. Playing area must be dry and clean with at least 3 feet of clear space beyond the boundary lines. 2. It is strongly recommended that students wear safe shoes for game play. 3. Remaining students in the class should not be permitted to be an audience for the performance

of the students being assessed. 4. Teachers need to make arrangements for students not being tested to be engaged in other

activities that will not interfere with testing area. One example is to organize students in a rotation of stations which would include an assessment practice station just prior to the actual assessment. The stations selected should include tasks students have performed before and can practice independently and safely. If possible, request a teaching aid or parent volunteer to monitor other students while you administer the test.

5. Use the same kind and size of ball for each person assessed.

36


1. Numbered pinnies for all students 2. Camcorder, tripod, DVD/memory card, and extension cord (at least 25 long) 3. Tape measure and items (floor tape, cones, poly spots, etc.) to mark lines on floor/ground to

indicate camera location and the playing area. 4. Clipboard, pen and score sheet 5. 5 Junior/Intermediate size basketballs or 8.5 inch playground balls

Camera Location and Operation:

Mark off a 24 X 24 area with cones or poly spots. Mark off a circle 8 diameter for the defensive player. Camera view should encompass entire assessment area. Students being tested should be visible on camera for the entire assessment task. See diagram below. Keep the camera stationary and recording once play has started. = Cone = Camera 24 24

8diameter

37


Basketball Grade 5


Level *Movement without ball Passing

Catching

5

*Consistently maintains adequate spacing in relation to teammate and moves to open space to create a passing lane

Consistently (4 of 4) sends a catchable lead pass to a partner

Consistently (4 of 4) receives a catchable pass and maintains control of ball and body

4

*Usually maintains adequate spacing in relation to teammate and moves to open space to create a passing lane

Usually (3 of 4) sends a catchable lead pass to a partner - one or two steps ahead of receiver - delivered with adequate force and height

Usually (3 of 4) receives a catchable pass and maintains control of ball and body - catches with 2 hands - takes no more than 2 steps before dribble/pass - maintains balance

3

*Sometimes maintains adequate spacing in relation to teammate and moves to open space to create a passing lane

Sometimes (2 of 4) sends a catchable lead pass to a partner

Sometimes (2 of 4) receives a catchable pass and maintains control of ball and body

2

*Seldom maintains adequate spacing in relation to teammate and moves to open space to create a passing lane

Seldom (0 or 1 out of 4) sends a catchable lead pass to a partner

Seldom (0 or 1 out of 4) catches a quality pass and/or maintains control of ball and body

1

Violates safety procedures and/or does not complete the assessment task.

*Consistently = above 90%; Usually = 75% - 89%; Sometimes = 50% - 74%; Seldom = below 50%



38

General Assessment Protocols for Games: 1. Teach before, direct during, and evaluate after. Prior to the pre-test teachers should only teach and

practice the protocol. After the pre-test and before the post-test, teachers should teach their

curriculum assuring they are teaching the tested content. Prior to the post-test teachers should

review and practice the testing protocols. The teacher should inform students of their pre-test

scores as a means to motivate improvement. On the day of the test, the teacher takes on the role of

director of the assessment. Later, through watching recordings of the test or grading the


2. The entire class should be assessed on the same assessment task and game form. Students waiting to be assessed should be participating in other activities and not sitting/watching the individual being assessed. Exceptions include those on the sideline helping the flow of testing.

3. All video/digital recordings must clearly show student numbers. The student on camera should wear pinnie/jersey with large numbers that are at least 8 - 10 inches high and 1 1/2 to 2 inches wide on each side. If possible, use dark colored pinnies (i.e., black, navy blue, kelly green). You will need enough pinnies and different numbers for the number of students in each class. Do not put two students with the same number and color on the same recording for an activity. If you record on two different days you must make sure two students do not have the same number and color.

4. Before the assessment you must start the camera and read the directions to all students. If assessment must continue on another day, or if all students did not hear the directions, directions must be read again on camera. If you are doing station formation, repeat the directions as each group rotates to the assessment station. You may clarify the directions but once testing starts they should receive no further coaching from you on how to do the activity.

5. Immediately before performing, each group of students should state his/her FIRST/LAST NAME and NUMBER (include color with number if you have duplicated numbers on different colored pinnies) loudly into the camera. Students should stand approximately five feet from the camera. The teacher should restate the name and number into the camera after each student.

6. If a video/digital recording does not come out clearly, the test should be repeated at another time. Teachers may repeat video/digital recordings as many times as is necessary to get the technical quality of the recording needed for good judgments to be made about student performance.

7. On occasion a teacher may request that a student repeats a performance if that performance does not represent what the student is capable of doing. Students who repeat their performance should be seen at the end of the class recording and changed to the end of the summary score sheet.

8. Students should appear on the summary score sheet in the exact order they appear on the video/digital recording.


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TENNESSEE PHYSICAL EDUCATION STUDENT GROWTH MEASURES Grade 5

Soccer Option

Assessment Task: Use offensive skills to maintain ball possession in a 2 on 1 non-scoring game of soccer.


1. Usually moves to open space to create a passing lane.

2. Usually sends a receivable lead pass to teammate

3. Usually receives a quality pass while maintaining control of ball and body


Moves to open space

Moves to an open area to create a passing lane that allows passer to make easy passes

Passing technique

Pass is 1 step ahead of receiver, stays in contact with the ground and is delivered with adequate force

Receiving technique

Receives pass with little or no rebound effect (give with/absorb the ball with inside or outside of foot)

Maintains body balance and control

Maintains control of the ball (ball within one step)

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Soccer Assessment Protocols:

Directions to Students (Read aloud verbatim) You and a partner will be assessed on your ability to play a non-scoring game of soccer against one defender. You will be assessed on your ability to move to create a passing lane; make receivable passes; and receive passes with control. Your passes should be lead passes. Do not pass the ball until your partner is on the move. You may dribble within your area as you look for the opportunity to pass to your partner. One partner starts play from a boundary line. Each time play is interrupted by the defense gaining control or a ball kicked out of the boundaries, play will be resumed. The defender, though not assessed, will moderately attempt to cut off passing angles or intercept passes and should not leave the marked defensive lane. After the offensive player being assessed has had 4 passing attempts and has had an opportunity to receive 4 receivable passes, the game will be stopped. If the ball is within one step of you, it is considered receivable.

Directions to Teachers 1. See General Assessment Protocols at the end of this section 2. Students should be grouped by ability. 3. After the offensive player being assessed has had 4 passing attempts and has had an

opportunity to receive 4 receivable passes, the game will be stopped. If the ball is within one step of the receiver, it is considered receivable.

4. It is suggested to have extra equipment readily available to expedite completion of the assessment. If possible, have extra students on each sideline with a ball. If the ball gets away, the sideline helper can kick or roll in a new ball and retrieve the loose ball. A group of 6 students of similar skill would work best for the testing station. During each rotation two individuals are on offense, one on defense, and three on the sidelines. Rotate students where all individuals are assessed on offense.

5. A suggested rotation is assessing only one offensive player at a time. This allows the teacher to focus on one offensive player and clearly count 4 passing and receiving attempts before stopping play. The rotation would be OFFENSIVE PLAYER 1 (assessed starting with first pass), to DEFENSIVE PLAYER (not assessed), to OFFENSE PLAYER 2 (not assessed). Offensive Player 2 then goes to Offensive Player 1 to be assessed. After all three have been assessed, rotate with sideline helpers.

6. Use the same kind and size of ball for each person assessed.

Safety and Class Management: 1. Assessment activity must be performed outdoors. 2. Field should be mowed short, dry, level, and free from holes and/or obstruction with at least 3

feet of clear space beyond the boundary line. 3. It is strongly recommended that students wear safe shoes for game play. 4. Remaining students in the class should not be permitted to be an audience for the performance

of the students being assessed. Exception is the 3 sideline helpers. 5. Teachers need to make arrangements for students not being tested to be engaged in other

activities that will not interfere with testing area. One example is to organize students in a rotation of stations which would include an assessment practice station just prior to the actual assessment. The stations selected should include tasks students have performed before and can practice independently and safely. If possible, request a teaching aid or parent volunteer to monitor other students while you administer the test.

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1. Numbered pinnies for all students 2. Camcorder, tripod, DVD/memory card, and extension cord (at least 25 long). A fully charged

battery with backup battery is recommended when outdoors. 3. Tape measure and items (cones, poly spots, spray paint, lime etc.) to mark lines on ground to

indicate camera location and the playing area. 4. Clipboard, pen, and score sheet 5. 5 Junior size soccer balls, soccer trainers, or 8.5 playground balls

Camera Location and Operation:

Mark off a 24 X 24 outdoor area with cones or poly spots. Mark the area into three 8 lanes with the middle lane being the defensive area. Camera view should encompass entire assessment area. Students being tested should be visible on camera for the entire assessment task. See diagram below. Keep the camera stationary and recording once play has sta

tennessee p.e. packet

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