2

Philosophy of Assessment
There needs to be assessment in any subject matter being taught. Without assessments
students will not know what they are intended to learn or how to achieve a good grade in that subject.
Assessments are especially important in physical education because it shows to parents, principals and
superintendents exactly what the students are being taught throughout the year. The goals of these
tangible assessments are to show the students what they have learned and what other lessons will focus
on throughout the year. Another reason for assessments is to show the school districts that the students
are learning based upon curriculums. If we as teachers can display evidence of student learning and
improvement in physical activity, the school districts will be more likely to keep physical education in
their school districts. There are a variety of assessments that should be utilized in physical education. I
believe that peer evaluations, skill/fitness tests and presentations are a few of the many assessments
that can be done in the classroom. Since we live in an age of technology, websites and video clips are an
excellent source for alternative and interactive assessments. The basis for all of the assessments being
done in physical education have to adhere to the National and State standards. When a teacher creates
an objective for any given lesson, the lesson has to comparable to the standards provided. Without the
standards students will not be learning what they are intended to learn. When a teacher writes a lesson
plan for a given unit it has to be based upon the varying skill levels of the students. In order for students
to achieve the most success in physical education the assessments should not only teach the students
how to perform but also give them information that they can use outside the classroom. In conclusion,
assessing students individually on the different skills and activities allows for optimal learning in the
classroom.

Soccer: Shot Evaluation

Authentic Assessment
Psychomotor Objective
By the end of the unit the students will successfully demonstrate
a soccer shot with proper technique 4/5 times during game-play.
o NASPE 1
o MACF 2.8, 2.9

Equipment

Soccer Balls
4 Goals
50 cones
1 assessment per team
One pencil

Reference
Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February 27,
2013, from National Soccer Coaches Association of America website:
http://www.nscaa.com/education/resources/fundamentals/
basic-skills-receiving-passing-shooting

Process (2 pts. each)

Name

Was the
ball kicked
with the
laces of the
foot?

Was the
kicking leg
extended
back before
the shot?

Did the
kicking leg
follow
through
after the
shot?

Did the
shooter land
on the
kicking leg?

Grade
Was the shooter
keeping his/her
eyes on the ball
during the kick?

Grade: __/10

Soccer: Video Clip Analysis

Alternative Assessment
Cognitive Objective
By the end of the unit the students will be able to successfully
detect 3 errors based off the video clips of passing and shooting.
o NASPE 2
o MACF 2.9
Equipment
1 computer with access to the internet (youtube)
1 worksheet per student
1 pencil per student

Reference:
Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February 27,
2013, from National Soccer Coaches Association of America website:
http://www.nscaa.com/education/resources/fundamentals/
basic-skills-receiving-passing-shooting

http://www.youtube.com/watch?
v=dex2r79DYV8

http://www.youtube.com/watch?
v=8QXAqNZ7uXw

Questions to Answer:
1. What were 3 errors in their passing technique? (3 pts)

2. Name one reason why this video helped you understand the proper form of passing. (3
pts)

http://www.youtube.com/watch?v=QD4C5mgUfY

http://www.youtube.com/watch?
v=AN6IWXtdzoc

Questions to Answer:
1. What were 3 errors in their passing technique? (3 pts)

2. Name one reason why this video helped you understand the proper form of passing. (3
pts)

Grade: __/12
9

Soccer: Teamwork Assessment Worksheet

Affective Objective
By the end of the unit students will recognize how working as a
team and helping students who may need help in a certain skill or
task by answering the open ended question about teamwork,
scoring 15/20 points.
o NASPE 5
o MACF 2.14
Equipment
1 worksheet per person
1 pencil per person
Reference:
How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate
Life website: http://www.trans4mind.com/cultivate-life-magazine/issue-046/
Management.html

10

Name: _______________

Grade:

/20

Date: ________________
Class: _______________
1. What should you say to a classmate who complained about not
getting the ball enough? (5 pts.)

2. What should you say to a teammate who is upset about his/her

playing ability? (5 pts.)

3. Please name 2 compliments you can give to another student who is

doing well. (2.5 pts. each)
a.
b.
4. Please state how being on a team can affect you and those around
you. (5 pts.)

11

12

Tennis: Skill DVD

Alternative Assessment
Psychomotor Objective
By the end of the unit students will be able to demonstrate
proper skill cues of the forehand and backhand throw by creating
a DVD of the skill within a group of 4, scoring at least 16 out of 20.
o NASPE 1, 2
o MACF 2.9
Equipment

1 racket per student

1 ball per student
1 tennis court per group
1 video camera per group
1 computer per group

Reference:
PE Central's Photo Slideshows: Skill Performance Tips/Cues. (2007). Retrieved
February 27, 2013, from Tennis Forehand and Backhand website:
http://www.pecentral.org/mediacenter/photoindex_cues2.html

13

Group Members Names:

Date:
Working in groups of 4 students you must create a 5-7 minute DVD presentation of the forehand and
backhand throw. Your DVD/presentation should include:
-

CORRECT CUES FOR THE SKILL

Film the DVD in an appropriate physical activity setting.
Check spelling and ensure the overall quality of the video.
Provide thorough, correct demonstrations. (If a second demonstrator is needed, you may want
to use someone that has played the sport though you are still responsible for speaking in the
DVD not the outside performer)
Repeat demonstration multiple times (but not too much!)
Repeat demonstration from different angles
Focus students on the most important aspects of the skill
Use proper equipment in an appropriate setting
Always do a complete demonstration (skill & drill)
Apply principle of transfer of learning connect with prior knowledge of another skill
performance that students may know about
Score Sheet for Teaching Cues for Sport Skills Demonstration

Uses appropriate equipment

0

Cues are developmentally appropriate and correct

0

Shows professionalism in vocabulary and dress

0

Shows evidence of thorough planning

14

Shows creativity
0

Connects this skill with prior knowledge of another related skill performance
0

Presentation is done in appropriate setting for skill

0

All group members have an important role in the production/presentation

0

Eye Contact and Professional Dress for the presentation

0

Quality production
0

15

Tennis: Essay Question

Traditional Assessment
Cognitive Objective
By the end of the unit students will be able to identify the correct
skill cues of the overhand serve, volley, forehand and backhand
swing by scoring at least 16 out of 20 points on an essay question.
o NASPE 2
o MACF 2.9
Equipment
1 test per student
1 pencil per student
Reference:
Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,
from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html

16

Name:
Date:
1: List the skill cues of volleying, an overhand serve, and a forehand and
back hand swing. Provide an example of when each of these skills would be used
in a tennis match (20 pts).

17

Tennis: Positive Reinforcement

Authentic Assessment
Affective Assessment
By the end of the unit students will be able to explain the
importance of positive reinforcement during a match by scoring at
least 7 out of 10.
o NASPE 5
o MACF 2.15, 7.7
Equipment
1 Exit Slip
Reference:
Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,
from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html

18

Name:
Date:
Period:

Journal
Count how many times a player on your court said something positive to
you. How did this make you feel? Did you want to give your partner or the
other team positive reinforcement as well? What will you do in future
activities to make sure you give someone positive reinforcement?

Grade: __/10

19

20

Cricket: Peer Evaluation

Authentic Assessment
Psychomotor Objective
By the end of the unit students will demonstrate hitting a cricket
ball 3 out of 5 times with proper technique during gameplay.
o NASPE 1
o MACF 2.9
Equipment

Soccer/open field
4-5 cricket bats of different lengths
1 assessment per team
One pencil

Reference:
Ledenka, T. (n.d.). Cricket. Retrieved February 27, 2013, from Cricket website:
http://www.cwu.edu/~jefferis/unitplans/cricket/index.html

21

Process (2 pts. each)

Product Grade
(3 pts.)
Did
Partners Hands
Body
All
Keep Arms 1 foot student
Name together sideways fingers eyes
do
either get 3/5
near top
on to
curled
on
not
side hits?
end of
the
around ball cross of the
the
bowler the bat
crease
handle
(line)

22

Cricket: Presentation of Tactics

Alternative Assessment
Cognitive Objective
By the end of the unit students will be present a project about the
tactics in cricket and score 17 out of 20.
o NASPE 6
o MACF 2.16
Equipment
1 computer with internet access per student
1 criteria sheet per student

Reference:
Cricket America. (2010, April 10). Retrieved February 27, 2013, from Cricket
America website: http://www.cricketamerica.com/page2.html

23

Organization

Content about the

correct tactics and
gameplay of cricket

Presentation/Visuals

Grammar and
Mechanics

Voice

Slides are arranged

in an organized way
and presentation
flows.

Some effort has been

made to arrange
slides

4
Slides are arranged in
an organized way,
presentation flows
easily from one slide
to the next,
seamlessly.
7

0
Some slides are
arranged.

Demonstrate high
level of familiarity
and critical
evaluation of the
tactics and gameplay
involved in cricket.
3

Demonstrates high
level of competency
involved in cricket.
Missing a few
important aspects.

Only slightly
prepared. Little
thought into the
presentation. Can
only answer one
question.
1

Not prepared for

the presentation.
Cannot answer
questions about
cricket

Slides are attractive.

Text is easy to read.
Visuals are used
throughout to
enhance
presentation.
Two visuals are
presented High
level of preparation
and creativity
3

Most of the slides

are attractive. Text
is easy to read.
More than half of
the slides use visuals
to enhance
presentation.

Some slides are not

easy to read. Amount
of text is too great
for the amount of
space provided. Less
than half the slides
have visuals.

The slides are not

easy to read. The
amount of text is
too great for the
space provided.
There is little use
of visuals.

Capitalization and
punctuation are
correct throughout
the presentation.
There are no
grammatical errors.
3

There are less than

two convention
errors in the
presentation.

Speaker presents in a
loud, clear voice and
doesn't read from
the screen.

Speaker presents in
a loud, clear voice
but turns to the
screen occasionally.

Speaker presents in a
voice that is
sometimes clear but
constantly refers to
the presentation.

Speaker does not

use a clear voice to
present, but refers
only occasionally
to the
presentation.

There are fewer than

three convention
errors in the
presentation.

0
There are 3-5
conventional
errors in the
presentation.

Name:
Grade:

24

Cricket: Teamwork/Team Spirit Whiteboard

Traditional Assessments
Affective Objective
By the end of the unit students will discuss in 2 groups the
importance of teamwork and team spirit in cricket, and how one
has display acts of team spirit during the unit by scoring 5 out of 5
points.
o NASPE 6
o MACF 7.6
Equipment
3 white boards
2 dry-erase markers
2 assessments

Reference:
How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate
Life website: http://www.trans4mind.com/cultivate-life-magazine/issue-046/
Management.html

25

Directions: The class will be spilt into 2 groups. Each group will have a small white
board. Each person in the group will take a turn writing down the importance of
teamwork or team spirit in cricket. The person to write down and raise their white
board the quickest will get a point for their team. The person will then explain
when they displayed an act during the unit. I will write their answer on the board
for everyone in the class to see. The team that finishes and answers the most
questions correct wins.
Once everyone finishes we will have a class discussion about teamwork and
team spirit in cricket and all sports in general.
Example: Michael I brought the team together for a pep talk. I said that we were okay and just need to
focus. I then got a team cheer going for get everyone excited.

26

27

Archery: Trial and Error Chart

Traditional Assessment
Psychomotor Objective
By the end of the unit students will be able to successfully
demonstrate the proper skill cues of Archery on 2 out of 3
attempts using a trial and error chart.
o NASPE 2
o MACF 2.9
Equipment

1 Archery bow
1 archery target
1 trial and error sheet per student
1 pencil per student

Reference:
Alabama Department of Education. (2006). Retrieved February 27, 2013, from
Archery Unit website: http://www.outdooralabama.com/education/archery/
Alabama%20Archery%20Unit%20Grades%206-8.pdf

28

Name:
Date:
Instructions: Stand in staggered rows facing the target. When I say ready go, the first row string the bow
and hold it up to show the correct form. On my command shoot your three arrows at the target. I will
observe your shooting technique.

CHECK PTS:

STRING

SQUARE
STANCE

V -GRIP

3
FINGERS

TARGET
LINED UP
PROPERLY

ELBOW
HIGH

ANCHOR
POINT

BRUSH
JAW

SCORE
1

st

nd

rd

th

th

Attempt 1
Attempt 2
Attempt 3

29

Archery: Examine and Explain

Authentic Assessment
Cognitive Objective
By the end of the unit students will be able to examine and
explain the 5 main skill cues associated with an archery shot by
watching the teacher perform the shot in front of the class,
scoring 8/10 points.
o NASPE 2
o MACF 2.9
Equipment

1 Archery Bow
1 Archery Target
One worksheet per student
1 pencil per student

Reference:
Reif, G. (2003, May 13). PE Central. Retrieved February 27, 2013, from Archery
Cues website: http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=3

30

Name: ________________

Score: /10

Answer Key (shot):

String Back

Square Stance

Target lined up properly

Elbow High
3 Fingers

1. A. (1 pt.) Was my elbow high enough for the shot?

B. (1 pt.) Where did the arrow land?

2. (2 pt.) Where was arrow pointed too?

3. (2 pt.) Why did the arrow just fall to the ground?

4. A. (1 pt.) How many fingers were on the string?

B. (1 pt.) How did this affect my shot?

5. A. (1 pt.) How are my feet positioned?

B. (1 pt.) Where did this cause the arrow to go?

31

Archery: Safety Self-Assessment

Alternative Assessment
Affective Objective
By the end of the unit students will be able to demonstrate safety
by following all rules associated with archery, when using a bow
and arrow 100% of the time.
o NASPE 5, 6
o MACF 7.7
Equipment
1 Journal
1 pencil

Reference:
Alabama Department of Education. (2006). Retrieved February 27, 2013, from
Archery Unit website: http://www.outdooralabama.com/education/archery/
Alabama%20Archery%20Unit%20Grades%206-8.pdf

32

Name:
Date:
Period:
Self-Assessment
Self-Assessment: Evaluate yourself based on the follow rules and grade yourself 1, 2, 3, or 4
according to how well you performed throughout the unit
1 I did not do this
2 I did it some of the time
3 I mostly did this
4 I did this all of the time
I. Students comply with all established rules in the classroom.
1

II. Students respect each others space around them.

1

III. Students share and use equipment safely at all times.

1
2
3
4
IV. Students listen to teachers signals by displaying effective listening skills.
1

V. Students come to class enthusiastic and ready to learn

1

Grade: __/20
33

34

Wrestling: Role-playing (Teacher Student)

Alternative Assessment
Psychomotor Objective
By the end of the unit students will perform the skill cues of a
double leg takedown to a partner with 100% accuracy.
o NASPE 1
o MACF 2.9
Equipment
Wrestling mat
1 grading sheet per student
1 pencil per student
Reference:
Hamel, G. (n.d.). How to a Double Leg Takedown in Wrestling. Retrieved February
27, 2013, from eHow website: http://www.ehow.com/
how_4524190_a-double-leg-takedown-wrestling.html

35

Name:
Student teaching skill:

Skill:
Directions Teacher will show the proper technique of a double leg takedown
while explaining the cues to his/her student.
Skill Cues:

Score: /10
36

Possible Answer Key:

Wrestling Role-playing
Name: Evan Brady__
Student teaching skill: Andrew Carlino_

Skill: Double Leg takedown__

Skill cues
Bend legs to get in a low position
Burst forward, reaching on the outside of the leg
Grab behind the opponents legs
Drive your head into opponents side, while pulling
his/her legs in towards you
Stay in contact while your opponent falls

Score: 10/10

37

Wrestling: Quiz
Traditional Assessment
Cognitive Objective
By the end of the unit students will be able to show their
knowledge of wrestling by receiving an 80% on a quiz on the
rules of wrestling.
o NASPE 6
o MACF 2.16
Equipment
1 quiz per student
1 pencil per student
Reference:
Welker, B. (n.d.). Overview of Wrestling Rules. Retrieved February 27, 2013,
from West Virginia Wrestling website: http://www.wvmat.com/overview.htm

38

Name: _____________

Grade:

/10

Date: ______________
Class: ______________

1.

How many points are rewarded to the offense for a double-leg takedown? (2 pts.)

2.

True/False (Circle one) (2 pts.)

A full-nelson is a widely used move in wrestling if you want to pin your opponent.

3.

True/False (Circle one) (2 pts.)

You are allowed to kick or punch your opponent in order to gain an advantage.

4.

How long are and how many periods are there in middle school wrestling? (2 pts.)

5.

How many weight classes are there in middle school wrestling? (2 pts.)

BONUS (2 pts): List all the weight classes for middle school wrestling.

39

Answer Key:

Name: _____________

Grade:

/10

Date: ______________
Class: ______________

1.

How many points are rewarded to the offense for a double-leg takedown? (2 pts.)
2 Points

2.

True/False (Circle one) (2 pts.)

A full-nelson is a widely used move in wrestling if you want to pin your opponent.
False

3.

True/False (Circle one) (2 pts.)

You are allowed to kick or punch your opponent in order to gain an advantage.
False

4.

How long are and how many periods are there in middle school wrestling? (2 pts.)
3 Periods (2 min. 2min. 2min.)

5.

How many weight classes are there in middle school wrestling? (2 pts.)
10 weight classes

BONUS (2 pts): List all the weight classes for middle school wrestling.
86-92. 101. 110. 119. 128. 139. 152. 167. 187. 187 and up.

Wrestling: Leadership in Class

40

Leadership Assessment
Authentic Assessment
Affective Objective
By the end of the unit students will be able to identify different
leadership techniques during gameplay at least 3 times.
o NASPE 5, 6
o MACF 2.14, 2.15, 7.7
Equipment
1 assessment sheet
1 pencil
Reference:
Bass, B. (2012, September 24). Organizational Dynamics. Retrieved February 27,
2013, from Concepts of Leadership website: http://www.nwlink.com/~donclark/
leader/leadcon.html

41

Leadership Assessment
Name: __________
Date: ___________
Period: ___________
The goal of this assignment is to demonstrate leadership skills throughout
the class. Throughout gameplay you and your partner will write down any
leadership skill that is displayed in the class. The leadership skill can be
performed by anyone in the class.
Leadership Skill and students name:

Bonus (3 pts per student): Write down at least 3 leadership skills that
you performed and 3 that your partner performed.

Grade: _/8
42

Bibliography
Alabama Department of Education. (2006). Retrieved February 27, 2013, from
Archery Unit website: http://www.outdooralabama.com/education/archery/
Alabama%20Archery%20Unit%20Grades%206-8.pdf
Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February 27,
2013, from National Soccer Coaches Association of America website:
http://www.nscaa.com/education/resources/fundamentals/
basic-skills-receiving-passing-shooting
Bass, B. (2012, September 24). Organizational Dynamics. Retrieved February 27,
2013, from Concepts of Leadership website: http://www.nwlink.com/~donclark/
leader/leadcon.html
Cricket America. (2010, April 10). Retrieved February 27, 2013, from Cricket
America website: http://www.cricketamerica.com/page2.html
Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,
from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html
Hamel, G. (n.d.). How to a Double Leg Takedown in Wrestling. Retrieved February
27, 2013, from eHow website: http://www.ehow.com/
how_4524190_a-double-leg-takedown-wrestling.html
How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate
Life website: http://www.trans4mind.com/cultivate-life-magazine/issue-046/
Management.html
Ledenka, T. (n.d.). Cricket. Retrieved February 27, 2013, from Cricket website:
http://www.cwu.edu/~jefferis/unitplans/cricket/index.html
PE Central's Photo Slideshows: Skill Performance Tips/Cues. (2007). Retrieved
February 27, 2013, from Tennis Forehand and Backhand website:
http://www.pecentral.org/mediacenter/photoindex_cues2.html
Reif, G. (2003, May 13). PE Central. Retrieved February 27, 2013, from Archery
Cues website: http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=3
Welker, B. (n.d.). Overview of Wrestling Rules. Retrieved February 27, 2013,
from West Virginia Wrestling website: http://www.wvmat.com/overview.htm
43