Assessment Porfolio 2

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Vincent Catania
ASSESSMENT PORTFOLIO FOR

MIDDLE SCHOOL PHYSICAL
EDUCATION
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Table of Contents
Content Page Number
Cover Page 1
Title Page 2
Table of Contents 3
Philosophy of Assessment 4,5,6
Invasion Sports 7-13
Soccer Cover Page 7
Assessment #1 Outlook 8
Assessment #1 9
Assessment #2 11
Assessment #3 13
Net/Wall Sports 14-20
Badminton Cover Page 14
Assessment #1 16
Assessment #2 18
Assessment #3 20
Target Sport 21-27
Bowling Cover Page 21
Assessment #1 23
Assessment #2 25
Assessment #3 27
Striking Game 28-34
Baseball Cover Page 28
Assessment #1 30
Assessment #2 32
Assessment #3 34
Leisure/Lifetime Sport 35-40
Assessment #1 36
Assessment #2 38
Assessment #3 40
Bibliography 41
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Assessment Philosophy
Assessment in physical education is a widely discussed topic by physical education
teachers. Its importance, to its relevance are some of the topics that are covered and elaborated
on frequently. Whether traditional, authentic, or alternative, I believe all types of assessment
have a special importance in physical education for both development of motor skills, and
maintenance of a healthy lifestyle.
Assessment in physical education is important because in order to shape America’s
youth, we need to understand the standards that apply to the corresponding age groups. These
standards are the basis of assessment in physical education. They are the codes to success.
Without the standards, there would be no norm to compare student results to. Assessment is very
important in the development of motor skills, due to the standards that apply. If students are not
able to run, skip, and hop by a specific age, they will most likely have a motor development lag.
The goals of assessment are to make sure everyone taking the assessment is on the same
page; in other words, to make sure everyone meets the required standard for their age level.
Assessment is used in order to determine whether the teacher needs to change what they are
doing, or whether they should keep it the same. If the assessment results are coming back
positive than the teacher would understand that whatever they are doing, is obviously correct and
should continue to be done. If the results are coming back negative, than the teacher will know
that they should probably slow down their teaching or, try another style of teaching in order to
make the students grasp the topic of the class more thoroughly.
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I believe that assessment should take place at the end of each major topic. For example
after a basketball unit, I believe that students should be able to demonstrate, or show the skill
cues for dribbling and shooting a basketball because they have been learning and applying them
for a whole unit.
I believe the most influential form of assessment in physical education is authentic
assessment. I believe this because it shows that the student actually can apply the task in a real
life scenario. It makes the whole point of doing the task useful. If students were learning the task,
but could not apply it, they would never have any use for the task, making it pointless. For
example, if students were learning the basic skills of soccer, they could apply it by taking it to a
practice or a tryout, where they can further learn the skill, making what they learned in physical
education very useful.
Learning to use technology is an extremely beneficial skill to acquire as a physical
education teacher. It can be used in many ways, which can enhance your teaching, and your
likeliness to land a job. By understanding how to use technology, you can keep your students
engaged in the activity because as we get older, technology develops further and further. You
can use technology in physical education in demonstrations, and even in lessons. Some teachers
use technology in physical education to help their students track their heart rate. I have used
technology for set inductions, by providing the students with a QR code that led to a video on the
topic of the day. This simple skill can go a very long way.
The National and State Standards are what build curriculums, which drive units, which
carry lesson objectives. These standards are why we are assessing. We assess to make sure the
students meet the standards, and are moving at a correct pace. The standards are the exact reason
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as to why we assess and why assessment is important. Without these standards, there would be
no ideology as to how motor skills should develop, or what students are meeting the expectations
of their age.
All in all assessment in physical education is a must because of its crucial role in motor
development. Many of our benefits today come from thorough assessment. Assessment is the
building block to motor skills, and healthy lifestyles.

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Soccer
Invasion Sports
Objectives:
By the end of the unit students will be able to:
Psychomotor Objective -
● Practice dribbling in and out of the cones using the correct
dribbling skill cues while varying speed without hitting a
cone 8/10 times during the activity. (S1.M9.6 MCHCF 2.2)
Cognitive Objective –
● Explains one rule of soccer by completing a poster on their
own time due on the assigned date. (S4.M6.6)
Affective –
● Exhibits personal responsibility by showing respect for the
facilities and equipment, while exhibiting safe behavior.
(S4.M1.6)
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Title of Assessment:
Peer Dribbling Assessment
Type of Assessment:
Authentic
Unit Objective:
Practice dribbling in and out of the cones using the
correct dribbling skill cues while varying speed without
hitting a cone 8/10 times during the activity.
NSLGO and MCHCF Standards:

NSLGO: S1.M9.6
MCHCF: 2.2
Supplies Needed:
Cones, ball, 1 assessment per pair, pencil/pen
References:
Couturier, L. (2014). All. In National standards & grade level outcomes for K12 physical
education (p. All). Champaign, Illinois: Human Kinetics.
Driscoll, D. (October 1999). All. Massachusetts Comprehensive Health Curriculum Framework.
(All). Maiden, Massachusetts: The Commonwealth of Massachusetts Department of Education.
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Peer Dribbling Assessment

This assessment will be conducted while students are in gameplay.
Directions: Find a partner. This partner should be someone you know you will WORK WELL
with. Get 10 cones and put them 1 yard apart in a straight line. Using the skill cues we learned
today for dribbling, dribble in and out of the cones using your dominant foot. Your partner will
keep track of how many cones you hit. Try not to hit many cones and keep control of your ball.
You will go through the cones three times at a slow speed, three times at a medium speed, and
three times at a fast speed. Switch with your partner after each speed, and assess them.
Partner Name Slow Speed Medium Speed Fast Speed

Cones Hit Cones Hit Cones Hit
Trial 1 Trial 1 Trial 1

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RULES! RULES! RULES!
Type of Assessment:
Alternative
Unit Objective:
Explains one rule of soccer by completing a poster on
their own time due on the assigned date.

NSLGO: S4.M6.6
MCHCF:5.3
Supplies Needed:
Creativity! Poster
References:
Graham, G; Elliot, E; Palmer, S. (2016). All. Teaching Children and Adolescents Physical
Education 4th Edition. (All).Champaign, Illinois: Human Kinetics
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RULES! RULES! RULES!

Directions: You will be creating a very creative poster that will explain the rule of soccer you
were given in class earlier today. This poster should consist of the following: The rule; an
explanation of the rule; an example of the rule; outcomes of the rule being violated. There
will be a class where we work on these posters; however, if they are not done they will need to
be completed at home or in study hall. They will be due on 10/31/2016. Every day late is -5
points. Good luck and have fun!!!
RUBRIC:
Task Potential Points Points Earned
Rule is present on poster 5 Points
Explanation is present on poster 5 Points
Example of rule is present on 5 Points

poster
Outcomes of violation of the 5 Points

rule is present on poster
Creativity 5 Points
Total 25 Points
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Soccer Responsibility Assessment
Type of Assessment:
Traditional
Unit Objective:
Exhibits personal responsibility by showing respect for
the facilities and equipment, while exhibiting safe
behavior.
NSLGO:S4.M1.6
MCHCF: 2.7
Supplies Needed:
Assessment, Pencil/Pen
References:
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Soccer Responsibility Assessment

ill in the correct answer for the following questions right now. Each question is
Directions: F
worth 1 point.
1. Where do we put all of our empty water bottles after we play on the field?
a. Under the bench.
b. In the garbage.
c. In the recycling bin.
2. Why don’t we hang on the crossbar after we score a goal?
a. We can fall and get hurt.
b. We can ruin the goal.
c. All of the above.
3. When passing with a partner which of the following is a safety concern?
a. Passing the ball lightly with a partner.
b. Shooting the ball at your partner when they are 10 yards away.
c. Passing the ball with the inside of your foot.
4. Why don’t we pass the ball with our toe?
a. You can break your toe.
b. It is inaccurate.
c. Both a and b.
5. What do you do with your ball when Mr. C is talking.
a. Put it under your foot
b. Juggle
c. Pass it with your partner
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Badminton
Net/Wall Sport
Objectives
By the end of the unit the student will be able to:
Psychomotor –
● Student demonstrates the mature form
of both forehand and backhand strokes every time with a
badminton racquet in a video dvd. (S1.M14.7)
Cognitive –
● Understands where to place a shot based on the
opponent's location by correctly completing all aspects of
an exit slip at the end of class. (S2.M8.7)
Affective –
● Provides encouragement and feedback to peers without
prompting from the teacher. (S4.M2.8)
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Class Time IPAD Assessment
Type of Assessment:
Alternative
Unit Objective:
Student demonstrates the mature form of both forehand and
backhand strokes every time with a badminton racquet in a
video dvd.

NSLGO: S1.M14.7
MCHCF: 2.14
Supplies Needed:
IPAD, Badminton Equipment
References:
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Ipad Video Assessment

This assessment will be conducted in class.
Directions: Use the skills you learned yesterday for hitting a forehand and backhand shot in
badminton. Have your partner record you performing the skill. When you finish performing the
skill submit your video to a shared document with Mr. C.
You will be graded on how well you demonstrate the skill cues for the forehand and backhand
shot.
Forehand Skill Cues:

Student is in “ready stance” (1 point)
Pivot on non-dominant foot (1 point)
Bring whole arm back keeping body open to net (1 point)
Contacts birdie with an open body (1 point)
Following through, bring racquet to opposite shoulder (1 point)
Backhand SKill Cues:

Student is in “ready stance” (1 point)
Pivot on non-dominant foot (1 point)
Bring whole arm across body (1 point)
Contacts birdie with an closed body (1 point)
Following through open the body (1 point)
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Badminton Exit Slip
Type of Assessment:
Traditional
Unit Objective:
Student Understands where to place a shot based on
the opponent's location by correctly completing all
aspects of an exit slip at the end of class.

NSLGO: S2.M8.7
MCHCF: 2.14
Supplies Needed:
Assessment, Pencil
References:
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Badminton Exit Slip

Directions: Please fill out the exit slip and hand it in to Mr. C prior to leaving class. To complete
this exit slip you must place an “X” in the area where you would hit the birdie, on each of the
images listed. You are the “+*” and your opponents are the “O”. The dotted lines make the net
and the solid lines are the boundaries. Each question is worth 1 point.
1 2
3 4
Total:. /4 .
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Feedback Journal Entry!
Type of Assessment:
Authentic
Unit Objective:
Provides encouragement and feedback to peers without
prompting from the teacher. (S4.M2.8)

NSLGO: S4.M2.8
MCHCF: 2.7
Supplies Needed:
Assessment, Pencil
References:
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Feedback Journal Entry

Directions: Students will write 2-3 sentences on the lines below for homework. Each question
will be worth 5 points.
On the lines shown below write down some pieces of feedback you gave out during today’s class. Did
you find any changes after giving the feedback? Was the feedback positive or negative?
. .
. .
. .
. .
On the lines shown below write down some pieces of feedback you received during today’s class and
how it affected your gameplay. Was the feedback positive or negative?
. .
. .
. .
. .
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Bowling!
Target Sport
Objectives
● Psychomotor –
○ Student performs a correct bowl roll using the proper
skill cues 70% of the time, during class. (S2.M18.9)
● Cognitive –
○ Student applies their knowledge of the rules of
bowling by being a scorekeeper for their partner
during the bowling game. (S4.M6.8)
● Affective –
○ Exhibits proper safety protocol for bowling with the
help of the teacher during the activity. (S4.M7.6)
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Bowling Self-Check List
Type of Assessment:
Traditional
Unit Objective:
Student performs a correct bowl roll using all of the
proper skill cues 70% of the time, during class.
(S2.M18.9)

NSLGO: S2.M8.9
MCHCF: 2.14
Supplies Needed:
Assessment, Pencil
References:
Dempsey, D. (7/20/2001). All. PE Central. (Bowling) Owentown, Kentucky.
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Bowling Self-Check List

Directions: In this assignment you are going take a video of yourself bowing a ball in class, 10
times. You are going to then watch each video and assess yourself on how well you performed
the three skill cues, in each bowl by filling out the checklist below. You will be graded on how
well you perform the skill.
Trial 1
I stepped with opposition .
I brought my are back. .
I followed through. .
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
Trial 10
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Score!
Type of Assessment:
Authentic
Unit Objective:
Student applies their knowledge of the rules of bowling
by being a scorekeeper for themselves during the
bowling game.

NSLGO: S4.M6.8
MCHCF: 2.7
Supplies Needed:
Assessment, Pencil
References:
Education 4th Edition. (All).Champaign, Illinois: Human Kinetics.
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Score!
Directions: While in gameplay you will keep track of your score just how we learned to do in our
last class. You will be graded on how well you keep score. Each mistake on the score sheet will
be -1 point. This assignment will be worth 10 points.
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Safety Wins!
Type of Assessment:
Alternative
Unit Objective:
Student exhibits proper safety protocol for bowling
with the help of the teacher during the activity.
(S4.M7.6)

NSLGO: S4.M7.6
MCHCF: 2.7
Supplies Needed:
Assessment, Pencil
References:
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Safety Wins
Directions: In this assignment you will reflect on the five safety precautions we learned before
the bowling unit. Be sure to include why we need to follow these safety precautions.
Each safety precaution is worth 1 point.
Each reason to follow the safety precaution is worth 1 point.
This assignment will be graded out of 10 points.
Safety Precaution #1. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
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Baseball
Striking Games
Objectives
Psychomotor
● Student demonstrates proper hitting technique while at
bat for ⅘ pitches thrown during the activity. (S1.M20.6)
Cognitive
● Student provides knowledge of the correct skill cues used
to perform a skill used in baseball in a video made out of
class with a partner. (S1.M22.6)
Affective
● Student will be able to rate the level of enjoyment of said
baseball activities on likert scale throughout the lesson.
(S5.M4.8)
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Video Based Reflection
Type of Assessment:
Authentic
Unit Objective:
Student demonstrates proper hitting technique while
at bat for ⅘ pitches thrown during the activity.
(S1.M20.6)
NSLGO: S1.M20.6
MCHCF: 2.2
Supplies Needed:
Assessment, Recording Device, Baseball Equipment
References:
Bianchi, M. (5/22/2003) All. PE Central. (Baseball Hitting Skill Cues). Charlotte, North Carolina.
Couturier, L. (2014). All. In National standards & grade level outcomes for K12 physical education
(p. All). Champaign, Illinois: Human Kinetics.
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Video Based Self Assessment

Directions: In this assignment you are going to reflect on your baseball hitting skill based off of
5 pitches. You will record a video while at bat, and reflect on it for homework. This assignment
will be worth 10 points (2 per at bat). You will reflect on how well you demonstrated the skill
cues of batting, and what you can do to improve your batting skill.
Please reflect on each at bat.
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
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Baseball Skill Video
Type of Assessment:
Alternative
Unit Objective:
Student provides knowledge of the correct skill cues
used to perform a skill used in baseball in a video made
out of class with a partner. (S1.M22.6)

NSLGO: S1.M22.6
MCHCF: 2.2
Supplies Needed:
Assessment, Pencil
References:
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Baseball Skill Video

Directions: In this assessment you and a partner are going to create a
video on the skill cues for throwing, catching, or batting. You will be
graded on the creativity of your video, the presentation of the skill and
the skill cues. This assignment will be due on October 31st, 2016!
Presentation of skill: 8 Points . .
Creativity: 2 Points . .
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I like baseball...I think
Type of Assessment:
Alternative
Unit Objective:
Student will be able to rate the level of enjoyment of
said baseball activities on likert scale throughout the
lesson. (S5.M4.8)

NSLGO: S5.M4.8
MCHCF: 2.7
Supplies Needed:
Assessment, Pencil
References:
Graham, G; Elliot, E; Palmer, S. (2016). All. Teaching Children and Adolescents Physical Education 4th
Edition. (All).Champaign, Illinois: Human Kinetics.
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I like baseball...I think

Directions: Please complete the following assignment by circling the
corresponding number to your enjoyment level of the skill. (5 Points)
I liked to hit the ball

Strongly Disagree Disagree Neutral Agree Strongly Agree
1 2 3 4 5
I liked throwing the ball

1 2 3 4 5
I liked catching the ball

1 2 3 4 5
I liked learning the rules of baseball

1 2 3 4 5
I liked playing a mini baseball game in class

1 2 3 4 5
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Fitness
Leisure/Lifetime Sport
Objectives
Psychomotor
● Students will complete 4/5 tasks on
the fitness task sheet to the best of their ability using the
correct skill cues during the activity. (S3.M4.7)
Cognitive
● Student identifies muscular endurance exercises from
muscular strength, cardiorespiratory endurance, and
flexibility exercises. (S3.M1.8)
Affective
● Students will encourage others to work hard and avoid all
negative comments while working out in the gymnasium
during the fitness activities during the activity. (S5.M6.7)
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Fit, Fit, Fit
Type of Assessment:
Alternative
Unit Objective:
Students will complete 4/5 tasks on the fitness task
sheet to the best of their ability using the correct skill
cues during the activity. (S3.M4.7)

NSLGO: S3.M4.7
MCHCF: 2.12
Supplies Needed:
Assessment, Pencil
References:
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Fit, Fit, Fit

Directions: Today you will complete a variety of muscular endurance
activities, do these activities at your own pace, and do them correctly. If you
need an example of how to do a skill, scan the QR code at the station and
watch the video. Put a checkmark at the station when you complete it. If
you complete all of the stations, go through them again. Your goal is to
complete ⅘ of the stations by the end of
class.
25 Push-ups
25 Squats
10 Chin-ups
10 Pull-ups
1 Bear-crawl across the endline

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Endurance? Strength? Flexibility?
Type of Assessment:
Traditional
Unit Objective:
Student identifies muscular endurance exercises from
muscular strength, cardiorespiratory endurance, and
flexibility exercises. (S3.M1.8)

NSLGO: S3.M1.8
MCHCF: 2.12
Supplies Needed:
Assessment, Pencil
References:
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Endurance? Strength? Flexibility?

Directions: In this assignment you are going to name the following exercise as either
muscular endurance (A), cardiorespiratory endurance (B), muscular strength (C), or
flexibility (D). Please do this for homework and bring it in tomorrow (1 Point each).
Push-ups . .
Air squat for reps . .
Sit-ups . .
1 rep max squat . .
Pull-ups . .
Stretch . .
1 rep max bench press . .
Running 1 mile . .
Jumping Jacks . .
Jump Rope . .
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Encouragement Is Key!
Type of Assessment:
Authentic
Unit Objective:
Students will encourage others to work hard and avoid
all negative comments while working out in the
gymnasium during the fitness activities during the
activity.

NSLGO:S4.M2.6
MCHCF: 2.7
Supplies Needed:
Assessment, Pencil
References:
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Encouragement is Key!
Directions: Today in class you will be graded on the feedback you
give. Mr. C will be observing and keeping track of the feedback you
give. Try to give 5 different pieces of feedback by the end of class. At
the end of class you will write the feedback you give on the back of the
paper and Mr. C will compare your feedback count to his.
NEGATIVE FEEDBACK IS -1 POINT!
POSITIVE FEEDBACK IS 2 POINTS!
The goal of this assignment is to earn 10 points!
Some examples of positive feedback include:

1. Great job stepping with opposition!
2. Excellent shot *INSERT NAME*!
3. That pass was incredible!

Some examples of negative feedback include:
1. That was terrible!
2. Why would you ever do that that was dumb!
3. That is stupid!
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Bibliography
Dempsey, D. (7/20/2001). All. PE Central. (Bowling) Owentown, Kentucky.

(All). Maiden, Massachusetts: The Commonwealth of Massachusetts Department of
Education.
Mansross, M. (5/22/2003). All. PE Central. (Soccer Skill Cues).Blacksburg, Virginia.
Pangrazi, R; Darst, P (2014). All. Dynamic Physical Education For Secondary School Students
8th Edition. (Badminton p.407). Upper Saddle River, New Jersey: Pearson.
Randall, L. (5/22/2003). All. PE Central. (Badminton Skill Cues). Fredericton, Nebraska.

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ASSESSMENT PORTFOLIO FOR

on frequently. Whether traditional, authentic, or alternative, I believe all types of assessment

maintenance of a healthy lifestyle.

Assessment in physical education is important because in order to shape America’s

for a whole unit.

I believe the most influential form of assessment in physical education is authentic

education very useful.

Learning to use technology is an extremely beneficial skill to acquire as a physical

building block to motor skills, and healthy lifestyles.

NSLGO and MCHCF Standards:

Peer Dribbling Assessment

Partner Name Slow Speed Medium Speed Fast Speed

Trial 1 Trial 1 Trial 1

Trial 2 Trial 2 Trial 2

Trial 3 Trial 3 Trial 3

Trial 1 Trial 1 Trial 1

Trial 2 Trial 2 Trial 2

Trial 3 Trial 3 Trial 3

NSLGO and MCHCF Standards:

RULES! RULES! RULES!

Task Potential Points Points Earned

Rule is present on poster 5 Points

Explanation is present on poster 5 Points

Example of rule is present on 5 Points

Outcomes of violation of the 5 Points

Soccer Responsibility Assessment

NSLGO and MCHCF Standards:

Ipad Video Assessment

Forehand Skill Cues:

Backhand SKill Cues:

NSLGO and MCHCF Standards:

Badminton Exit Slip

NSLGO and MCHCF Standards:

Feedback Journal Entry

NSLGO and MCHCF Standards:

Bowling Self-Check List

NSLGO and MCHCF Standards:

NSLGO and MCHCF Standards:

Safety Precaution #1​. .

Video Based Self Assessment

Please reflect on each at bat.

Baseball Skill Video

Presentation of skill: 8 Points . .

NSLGO and MCHCF Standards:

I like baseball...I think

I liked to hit the ball

I liked throwing the ball

I liked catching the ball

I liked learning the rules of baseball

I liked playing a mini baseball game in class

NSLGO and MCHCF Standards:

Fit, Fit, Fit

1 Bear-crawl across the endline

NSLGO and MCHCF Standards:

Endurance? Strength? Flexibility?

Air squat for reps . .

1 rep max squat . .

1 rep max bench press . .

NSLGO and MCHCF Standards:

POSITIVE FEEDBACK IS 2 POINTS!

The goal of this assignment is to earn 10 points!

Some examples of positive feedback include:

Safety Precaution #1. .