Assessment Portfolio

Assessment
Portfolio
1
Mr. Jack Weinberger

ASSESSMENT PORTFOLIO FOR MIDDLE SCHOOL PHYSICAL
EDUCATION

PHED 238
Middle School Module
Dr. Lorenzo
Spring 2016
Springfield College
2
TABLE OF CONTENTS
Binder Cover...1
Title Page....2
Table of Contents......3
Philosophy of Assessment........4/5
Invasion Sport: Basketball...6

Help me out....,....8
Skills Poster.......10
Sportsmanship Test......12
Net/Wall Games: Volleyball....13

Task Sheet......15
Volleyball Rules/Terminology Unit Quiz.....17
Secret Language.......19
Target Games: Archery...20

Target Practice...22
Pro Shooter....24
Hello, My Name is ..........26
Striking Games: Baseball.27

Teacher Assessment...29
Cartoon Ball......31
Question for Yah! ......33
Lifelong Sports....34
Teach me, Teacher...36
Fitness Unit Quiz..38
Lifting Partners....,40
Bibliography....41
3
Physiology of Assessments
Assessments are so crucial in physical education because without them we
can not truly fulfill our duties as physical educators. Our job is to educate students
in all three domains, psychomotor, cognitive, and affective. Assessments are so
important because they allow us to touch upon each and every one of those
domains.
The goal of an assessment in physical education is to get the students
involved. There are so many different types of assessments. Every student learns
in a different way. So as a teacher, utilizing different kinds of assessments, each
student will get an opportunity to learn the way they do best. For some, they
learn by reading while others learn by drawing. Assessing students in not only
traditional but also authentic and alternative techniques allows for every learner
the opportunity to succeed.
Another reason why we assess is because it is proof of learning. Physical
education is seen as a waste of time by some. They believe it is just organized
recess. Using assessment to reiterate the lesson focuses and unit objectives is a
way to show these disbelievers the amount of learning that occurs in all three
domains of the student.
4
There is no one perfect time to assess. The best time to assess in a physical
education classroom is to assess continuously. The reason for this is because the
class is constantly progressing. Students are constantly learning new information
and grasping new skills. By assessing in many different ways throughout the entire
course students will be given many opportunities to be assessed in so many
different ways.
The use of technology in physical education is huge. For many students, the
use of technology is a motivation to exercise and get physically active. By
introducing ways for students to incorporate this technology into their lives will
motivate many to get active.
Assessments also allow teachers to make sure they are following the
national and state standards of their school. Everything that is done in a physical
education classroom is based off national and state standards. Assessments
create an opportunity to really drive these standards home.
5
Invasion Sport
Basketball
Objective:
By the end of the unit, students will be able to:
(P) Practice dribbling, passing, and shooting a basketball
with control during game play by the end of the unit.
NSLGO: S2.M1.6 MACF: 2.8
(C) Explain the importance of moving without the

basketball and at least two ways to evade a defender
when playing basketball by the end of the unit.
(A) Understand the benefit of communication and

importance of sportsmanship during basketball by the end
of the unit.
6
Title of assessment: Help Me Out?
Type of assessment: Authentic
Unit Objective: Psychomotor: Practice dribbling, passing, and
shooting a basketball with control during game play by the end of the unit.
NASPE and MACF Standard:
NASPE: Creates open space by using locomotor movements
(e.g.,walking,running, jumping & landing) in combination with movement
(e.g.,varying pathways; change of speed,direction or pace
MACF: Use combinations of manipulative, locomotor, and non-locomotor
skills to develop movement sequences and patterns, both individually and
with others
Supplies Needed:
One assessment per student
One writing utensil per student
Reference:
Couturier, L. (2014). All. In National standards & grade level outcomes
for K12 physical education (p. All). Champaign, Illinois: Human Kinetics.
Weinberger, J. (April 27, 2016). Springfield College. Springfield,

MA. Retrieved April 27, 2016.
7
Help Me Out?
Students will be split into three teams. Two teams will be on the
court playing a game of basketball. While these two teams are
playing, the team standing on the sideline will use their knowledge
of passing, dribbling, and shooting to critic four (4) classmates. Students
will write down their classmates name in column 1, circle the skill they are
criticing (dribbling, passing, or shooting), and explain what they were doing
and what to do to fix it. (Total: ___ / 16 pts)
Example:
Coach Weinberger Shooting Coach Ws elbow was point
Passing out. He needs to bring it into
Dribbling his side before he shoots.
Classmate's Name Skill What are they doing? (1pt)

How can they improve it?
(1pt) (1pt )
(1pt)
Shooting

Passing

Dribbling
Shooting

Passing

Dribbling
Shooting

Passing

Dribbling
Shooting

Passing

Dribbling
8
Title of assessment: Skills Poster
Type of assessment: Alternative
Unit Objective: Explain the importance of moving without the
basketball and at least two ways to evade a defender when playing
basketball by the end of the unit.
NSLGO: Executes at least 2 of the following offensive tactics to create
open space: uses a variety of passes, pivots and fakes; give & go.
MACF: Apply advanced movement concepts and beginning game
strategies to guide and improve individual and team performance.
Supplies Needed:
Poster for each group
Box of markers/art supply
Reference:

9
Skills Poster
Students will work in groups of three to create a poster on the three main
skills of basketball. This poster focuses on the skills of basketball: shooting,
passing, and dribbling. Students will be expected to answer the following
questions in a creative and appealing way.
Total Points Possible: 10
Passing:
1. When deciding which teammate to pass to, what are some things you looking for?
2. When do you use a bounce pass? When do you use a chest pass? Lob pass?
Shooting
1. What is an open shot?
2. Explain the pros and cons between a jump shot, layup,
and three pointer.
Dribbling/Court Movement
1. Explain three moves to fake out a defender.
2. Why do you want to keep the ball low?
10
Title of assessment: Sportsmanship Test
Type of assessment: Traditional
Unit Objective: Understand the benefit of communication and
importance of sportsmanship during basketball by the end of the unit.
NASPE: Demonstrates knowledge of rules and etiquette by self officiating
modified physical activities and games or following parameters to create or
modify a dance
MACF: Demonstrate responsible personal and social conduct used in
physical activity settings
Supplies Needed:
One paper for each student
Pen or pencil for each student
Reference:

11
The following scenarios are things that have happened on the basketball court.
Your job is to decide if this is an example of good sportsmanship or bad
sportsmanship in the game of basketball. If it is good sportsmanship, write
good or draw a smiley. If it is bad sportsmanship, write bad or a frowny. Then
explain why or why not you think it is good/bad sportsmanship. Answer on
another piece of paper.
3 points each (Total __/9)
1. The Celtics are losing by one points with 8 seconds to go in the fourth
quarter against the Wizards. The ball is inbounded, dribbled up the court,
and passed to Paul Pierce. Pierce took the shot from the foul line and made
it in at the buzzer. The Celtics celebrate and then shake hands with the
Wizards team before heading to the locker room.
Is this good sportsmanship? Why or why not.
2. The best middle school in the state, The Lakers, are playing one of the
worst teams in the state, The Tigers. After the third quarter, the Lakers are
winning 71 to 5. The starters from both teams enter the game in the fourth
quarter and play the whole time. The Lakers end up winning 104 to 11.
3. A middle school team is winning by one point with fourteen seconds to go.
They have possession of the ball and they pass it around the
key until time runs out and they win.
12
Net/Wall Games
Volleyball
Objective:
(P) Perform many different volleyball skills like the set,
bump, and serve with control during gameplay by the end
of the unit.
(C) Explain all the rules of traditional volleyball at the end

of the unit.
(A) Understand the benefit to communication among

teammates during volleyball gameplay by the end of the
unit.
13
Title of assessment: Task Sheet: Volleyball
Unit Objective: (P) Perform many different volleyball skills like the
set, bump, and serve with control during gameplay by the end of the unit.
NSLGO: Strike with a mature overhand pattern in a non dynamic
environment for net/wall games such as volleyball, handball, badminton or
tennis
MACF: Use a variety of manipulative, locomotor, and non-locomotor skills
as individuals and in teams
Supplies Needed:
One task sheet per student
Writing utensil per student
Reference:

14
Name: ______________________ Class:_____________________
Task Sheet: Volleyball

Directions: For this task sheet, students will work individually at their own pace to make their
way through the seven skill activities during this period. Each skill trial will be performed for
one minute. Students will perform 3 trials at each. After each trial, teacher will offer an
extension to make it harder and an extension to make it easier. You can decide to continue doing
what you are doing, extended up or down. After each trial, place a smile, frown, or straight face.
Smile= Easy, I did really well Straight face=I did ok Frown face= That was hard!
Skill Activity Trail 1 _ Trail 2 Trail 3
15
Title of assessment: Volleyball Rules/Terminology: Unit quiz
Unit Objective: (C) Explain all the rules of traditional volleyball at
the end of the unit.
NASPE: Identifies the rules and etiquette for physical activities/games and
dance activities
MACF: Demonstrate developmentally appropriate competence (basic skills,
strategies, and rules) in many and proficiency in a few movement forms
and motor skills.
Supplies Needed:
One quiz per student
One writing utilize per student
Reference:
Volleyball Quiz (n.d.) Retrieved April 27, 2016

http://proprofs.com/quiz-school/quizshow.php?title=volleyball-quiz_2

16
Volleyball Rules and Terminology: Unit Quiz
This is a ten (10) questions true or false quiz. If the questions is true, circle T.
If the question is false, circle F and change it so the statement is true.
1 point each. Total of 10 points
1. T or F There are 5 people on each side of a volleyball court at a time.

2. T of F A traditional game of volleyball is played to 25 points.

3. T of F Teams can hit the ball up to 2 times before it going over the net.

4. T of F The server hits from the back left side of the court.

5. T of F A team rotates positions when they win the serve.

6. T of F When the score is tied, a team must win by 3.

7. T of F The offical size of a volleyball court is 30x60

8. T of F A serve that is not returned is known as a(n) Got ya!

9. T of F A single player can hit the ball three times in a row

10. T of F If the volleyball hits the line it is considered in.
Score: __/10
17
Title of assessment: Secret Language
Unit Objective: Understand the benefit to communication among
teammates during volleyball gameplay by the end of the unit.
NASPE: Cooperates with a small group of classmates during activities,
game play, or team-building activities
Supplies Needed:
One assignment sheet per group
One writing utensil per group
Reference:

18
Secret Language

During this volleyball unit, we have learned the importance of communication. Today, you and
your team will create your own communication language. You will come up with a sound or
word for the following phases: I got it, Out of bounds, good job, and nice try. You will use your
new secret team language with your team during gameplay.
Total: ___/10
Get creative and have fun!

One person from each team will write down your language on this piece of paper. This can be
a reference sheet during the game for your team. This will be handed in at the end of class.
Team Members:
I got it=
Out of bounds=
Good job=
Nice try=
19
Target Games
Archery
Objective:

(P) Perform an archery shot and hit a target with 75%
accuracy or better during archery activities by the end of
the unit.
(C) Explain at least three techniques and three strategies

used in competitive archery by the end of the unit.
(A) Understand the benefit to communication and

strategies used among teammates during competitive
archery gameplay by the end of the unit.
20
Title of assessment: Target Practice
Unit Objective: (P) Perform an archery shot and hit a target with
75% accuracy or better during archery activities by the end of the unit.
NSLGO: Strikes, with an implement, a stationary object for accuracy and
distance in activities
Supplies Needed:
One assessment per person
One writing utensil per person
Reference:

21
Target Practice
Directions: For this self-checklist, students will work individually
at their own pace to make their way through the four target
activities. Each activity will be performed 5 times. Students must
make 80% (4 out of 5) at each activity before moving on. The
arrow counts if it hits the black, blue, red or yellow. It does not
count if it hits the white or misses the target.
Students will have 3 trials at each to activity to reach the goal of
80%. If the 80% goal is not reached after 3 trials, please go see the
teacher for help. At the end of class, this checklist will be
collected.
Activity Trial 1 Trial 2 Trial 3
5-10 feet from target / 5 / 5 / 5

(non-dominant
shooting hand)
22
Title of assessment: Pro Shooter
Unit Objective: Explain at least three techniques and three
strategies used in competitive archery by the end of the unit.
NSLGO: Varies the speed and trajectory f the shot based on location of the
object in relation to the target
MACF: Apply movement concepts including direction, balance, level,
pathway, range and force absorption to extend versatility and improve
physical performance
Supplies Needed:
Technology with ability to access Youtube.com
Way to display video: USA v Denmark- Mens Team Gold Final
Handout for each student
Writing utensil for each student
Reference:

World Archery. (2015, June 04). USA v Denmark Compound Men's Team
Gold Final | Antalya 2015. Retrieved April 27, 2016
https://www.youtube.com/watch?v=_wVB7JuC-FY
23
Pro Shooter
We will watch a competitive archery match between USA and Denmark (Gold Finals) as
a class. As you watch, I want you to focus on Team USA and the strategy this team uses.
Below, I want you to comment on three things you noticed about their strategy, two
things you noticed about their form (good or bad), and one thing that you want to
comment on.
1 point each Total of 7 points __/7
1.
2.
3.
1.
2.
1.
24
Title of assessment: Hello, My name is...
Unit Objective: Understand the benefit to communication and
strategies used among teammates during competitive archery gameplay by

NASPE: Describe how moving competently in
physical activity setting creates enjoyment
MACF: Demonstrate responsible personal and

social conduct used in physical activity settings
Supplies Needed:
iPad or video camera (GoPro) per group
Microphone per group
Handout per group
Writing Utensil per group
Reference:


25
Hello, My Name is
Welcome to the video crew! You and your partner will be videoing and commentating and
videoing an archery match. Your job is to comment on how the teams are utilizing teamwork
and communication during the matches. Each partner must first introduce themselves (Hello,
my name is) and commentate the match for one minute. As they are commentating, the
other partner must be filming the match. After one minute, partners will switch roles. All clips
and commentation will be put into one big video by the teacher to be watched next class.
5 points for videoing and 5 points for commentating
Total: ___/10
- Get excited and let your voice show it!

- Focus on how the team is communication and strategizing instead of the the result
Talk into the microphone
- Hold the camera steady and focus the camera on the location the commentator is
talking about.
- Have fun with it!
26
Stirling Games
baseball
Objective:
(P) Perform the proper sequence of events to field a

batted ball with control during a gameplay by the end of
the unit. -
(C) Explain at least six techniques used by defenders and

offenders during a game of baseball by the end of the unit.
(A) Understand the difficulties and challenges the game of

baseball poses by provide insight on the final unit

questionnaire at the end of the unit .
27
Title of assessment: Teacher Assessment
Unit Objective: P erform the proper sequence of events to field a
batted ball with control during a gameplay by the end of the unit.
NSLGO: Catches, with a mature pattern, from different trajectories using a
variety of objects in a varying practice task
Supplies Needed:
Handout to fill out for each student
Pen
Reference:

28
Teacher Assessment
During the game, the teacher will fill out this while each student is in the field.

Students Name:
Skill Yes or No? Comments
Student was in ready

position before pitch
Student was moving in as

the pitch was delivered
Student tracked the ball

with their eyes
Student used two hands

to catch the ball
Student threw the ball to

the correct base for that
particular play

Student will receive 5 points for participating and one point for each yes
in the table above.
Total points __/10
29
Title of assessment: Cartoon Ball
Unit Objective: Explain at least six techniques used by defenders
and offenders during a game of baseball by the end of the unit.

NSLGO: Identifies the correct defensive play based on the situation
(number of outs)
MACF: Demonstrate strategies for inclusion of all students in physical
activity settings related to strength and speed
Supplies Needed:
Enough colored pencils and/or markers for the class to share
Reference:

30
Cartoon Ball
You will create a 6 picture cartoon of a baseball play from start to
finish focusing on one player (batter, infielder, pitcher, or
outfielder). Under each picture you will describe what they are
doing in the picture. For example: if the drawing was of a infielder
before the pitch, you would write: the infielder is on his/her toes
in ready position with the glove down, waiting for the pitch to be
delivered.
Use color and write in pen/pencil.
1 point for each picture (6 total)
2 points for each caption (12 total)
Possible points (20 total)
31
Title of assessment: Question for Yah!
Unit Objective: Understand the difficulties and challenges the
game of baseball poses by provide insight on the final unit questionnaire at
the end of the unit .
NSLGO: Recognizes individual challenges and copes in a positive way,
such as extending effort, asking for help or feedback and/or modifying the
tasks
MACF: Describe the purpose and benefits of sports, games, and dance in
modern society
Supplies Needed:
Reference:

32
Question for Yah!
Please answer the following questions in complete sentences. Use at
least one baseball fact/rule that you learned in each answer. Use back
of this paper or another sheet of paper if you need more space.
2 points each. Total=6
1.When on a baseball field, what form of communication do you think
works best? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Baseball is known as a thinking game. Why do you think that is?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. In your opinion, what aspect of the game of baseball (throwing,
catching, or hitting), takes the most skill? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
33
Lifelong Sport
Fitness
Objective:
(P) Perform an exercise correctly focusing on safety, form,

and technique by mastering that exercise by the end of the
unit.
(C) Demonstrate an understanding of fitness by listing 5

out of 5 categories of fitness during the final unit quiz at
(A) Understand how motivation can affect performance of

oneself and of lifting partners during fitness activities by

the end of the unit .

34
Title of assessment: Teach me, Teacher
Unit Objective: Perform an exercise correctly focusing on safety,
form, and technique by mastering that exercise by the end of the unit.

NSLGO: Identifies major muscles used in selected physical activities
MACF: Demonstrate exercises in strength training, cardiovascular
activities, and flexibility training.
Supplies Needed:
iPad with tripod for each group
Microphone attachment for each group
Each group's written scripts and answers to questions
Reference:
35
TEACH ME, TEACHER
Now that we are on our last day of our fitness unit, it is your
turn to teach. Using one of the class iPads, you and a partner
will video the exercise you were assigned last class. Using the
camera and the script you wrote for homework, you will video
yourself as if you are teaching someone this exercise.
Give your detailed instruction
on how to perform the exercise
Name the muscles this exercise
is working on
Element of fitness (muscular
endurance, muscular strength,
cardiovascular, or flexibility),
Give at least two demos each
from different angles.
Homework (script, answers to questions) is worth 10 points.

Video is worth 10 points.
Total= 20 points
36
Title of assessment: Fitness Unit Quiz
Unit Objective: Demonstrate an understanding of fitness by listing
5 out of 5 categories of fitness during the final unit quiz at the end of the
unit.

NSLGO: Identifies the components of skill-related fitness
MACF: Explain the personal benefits of making positive health decisions
and monitor progress towards personal wellness.
Supplies Needed:
Quiz for each student
Reference:
Chapter 2 - Components Of Fitness. (n.d.). Retrieved April 27, 2016,
http://www.proprofs.com/quiz-school/story.php?title=chapter-2-components
-fitness


MA. Retrieved April 27, 2016
37
Fitness Unit Quiz
Answer each question by writing in the space provided. Complete sentence are not
needed. If you need more space, please use the back or another sheet of paper.
1. Name the five components of fitness (5 points)

i.
ii.
iii.
iv.
v.
2. Name three ways to train your cardiovascular endurance (3 points)

i.
ii.
iii.
3. Define the following terms (2 points)

a. Set-
b. Repetition (Rep)-
4. Name three exercises to train muscular strength without any equipment (3

points)
i.
ii.
iii.
Total: ___/ 13
38
Title of assessment: Lifting Partners
Unit Objective: Understand how motivation can affect performance
of oneself and of lifting partners during fitness activities by the end of the
unit .
NSLGO: Sets and monitors a self-selected physical activity goal for aerobic
and or muscle-and bone- strengthening activity based on current fitness
level
Supplies Needed:
Reference:

39
Lifting Partners
During this class period, you and your partner will focus using positive motivation while
you are spotting each other. This means you are talking to your partner as they perform
the lift. You would try and motivate them to push themselves and work as hard as they
can. Once you are doing motivation your partner, you will write down a few lines that
you said and comment on if you think it helped your lifting partner.
1 points for completing each box
Total of 8 points
What did you say to motivate them? Did it help? Why or Why not
40
Bibliography
Chapter 2 - Components Of Fitness. (n.d.). Retrieved April 27, 2016,
http://www.proprofs.com/quiz-school/story.php?title=chapter-2-compo
nents-fitness
Couturier, L. (2014). All. In National standards & grade level outcomes for
K12 physical education (p. All). Champaign, Illinois: Human Kinetics.
Volleyball Quiz. (n.d.). Retrieved April 27, 2016, from

http://www.proprofs.com/quiz-school/quizshow.php?title=volleyball-quiz
_2

World Archery. (2015, June 04). USA v Denmark Compound Men's Team
Gold Final | Antalya 2015. Retrieved April 27, 2016, from
https://www.youtube.com/watch?v=_wVB7JuC-FY
41

Assessment Portfolio

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Assessment Portfolio

Transféré par

Droits d'auteur :

Formats disponibles

Assessment

Invasion Sport: Basketball...6

Net/Wall Games: Volleyball....13

Target Games: Archery...20

Striking Games: Baseball.27

in all three domains, psychomotor, cognitive, and affective. Assessments are so

The goal of an assessment in physical education is to get the students

in a different way. So as a teacher, utilizing different kinds of assessments, each

the opportunity to succeed.

Another reason why we assess is because it is proof of learning. Physical

education is seen as a waste of time by some. They believe it is just organized

domains of the student.

class is constantly progressing. Students are constantly learning new information

course students will be given many opportunities to be assessed in so many

use of technology is a motivation to exercise and get physically active. By

motivate many to get active.

education classroom is based off national and state standards. Assessments

create an opportunity to really drive these standards home.

(C) Explain the importance of moving without the

(A) Understand the benefit of communication and

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

Classmate's Name Skill What are they doing? (1pt)

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

(C) Explain all the rules of traditional volleyball at the end

(A) Understand the benefit to communication among

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

Task Sheet: Volleyball

Skill Activity Trail 1 _ Trail 2 Trail 3

Volleyball Quiz (n.d.) Retrieved April 27, 2016

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

Get creative and have fun!

By the end of the unit, students will be able to:

(C) Explain at least three techniques and three strategies

(A) Understand the benefit to communication and

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

Activity Trial 1 Trial 2 Trial 3

5-10 feet from target / 5 / 5 / 5

10-15 feet from target / 5 / 5 / 5

15-20 feet from target / 5 / 5 / 5

20-25 feet from target / 5 / 5 / 5

5-10 feet from target / 5 / 5 / 5

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

NASPE and MACF Standard:

MACF: Demonstrate responsible personal and

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

- Get excited and let your voice show it!

(P) Perform the proper sequence of events to field a

(C) Explain at least six techniques used by defenders and

(A) Understand the difficulties and challenges the game of

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

Student was in ready

Student was moving in as

Student tracked the ball

Student used two hands

Student threw the ball to

Total points __/10

NASPE and MACF Standard:

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

Weinberger, J. (April 27, 2016). Springfield College. Springfield,

1.When on a baseball field, what form of communication do you think

works best? Why?

2. Baseball is known as a thinking game. Why do you think that is?