Jaden Galluzzo, Jordyn Sinert, Kelsey Mulligan

Professor MacDonald

Grade 8

Fall 2020

SUNY Cortland

1
 Table of Contents

Section 1: Standards and Grade-Level Outcomes 3-4 page

Outcome 1 Jaden Galluzzo

Outcome 2 Kelsey Mulligan

Outcome 3 Jordyn Sinert

Section 2: Assessment of Student Learning 5-12 page

Section 3: Block Plan 12-14 page

Section 4: Analysis of Results 14-20 page

Section 1: Standards and Grade-Level Outcomes

2
 Student Domain Standards Outcome(s) Assessment Tool
Responsible
# and text

Cognitive SHAPE: Exit slip: The students will do

standard 2: Creates open space in an exit slip before leaving class.
GROUP Questions based on what we
net/wall games with
The physically did in class that day.
literate individual either a long- or short-
applies handled implement by
knowledge of varying force or
concepts, direction, or by moving
principles,
opponent from side to
strategies and
tactics related to side and/or forward
movement and and back. (S2.M7.8)
performance.

Individual

Psychomotor SHAPE: Demonstrates the Physical quiz: The students will

skill standard mature form of fore- be given a test at the end of class
to be able to make sure they
1: The hand and backhand individually understand how to do
physically strokes with a short- or the certain strokes that are needed
literate long-handled imple- for tennis.
individual ment with power and
demonstrates accuracy in net games
competency in such as pickleball,
a variety of tennis, badminton or
motor skills paddle ball. (S1.M14.8)
and movement
patterns.

Affective SHAPE: Teacher observation: the

standard 4: Independently students will have to gather their
The physically uses physical activity
own tennis racket and balls before
literate we begin the activities.
individual and fitness equipment
exhibits appropriately, and
responsible identifies specific
personal and safety concerns
social behavior

3
 that respects associated with the
self and others. activity. (S4.M7.8)

Fitness/ SHAPE: A checklist:The students

physical standard 3: Designs and come to class everyday
activity The physically implements a warm-up expected to lead their own
literate individual
and cool-down regimen warm ups and cool downs.
demonstrates the The students are given a
knowledge and for a self- selected
checklist in order for them to
skills to achieve physical activity.
stay on task and complete
and maintain a (S3.M12.8)
health-enhancing
what they need.
level of physical
activity and
fitness.

If applicable: Cognitive SHAPE: Teacher observation: the

standard 1 Demonstrates students will be tested on
correct technique for individual performance of all
The physically the skills.
basic skills in at least 2
literate
individual self-selected individual-
applies performance activities.
knowledge of (S1.M24.8)
concepts,
principles,
strategies and
tactics related to
movement and
performance.

Section 2: Assessment of Student Learning

4
 Assessment Plan Overview

Grade-Level Assessment Format Accommodations

Outcome

Cognitive Pre-Test Students who need accommodations

Formal Assessment: can be given extra time to complete the
exam, as well as have the exam read out
10 Questions:
loud to them.
● 4 multiple choice
● 4 true or false
● 2 short answer

Out of 30 points:

● 16 points of multiple
choice (4 each)
● 8 points of true or false
(2 each)
● 6 points of short answer
(2 or 4 points
respectively)

Description of Test was based on terms and knowledge that was taught in our video. All
alignment questions on the test were explained to help the students' knowledge of
tennis increase.. (grip, swing, score, ball placement, strategy, etc.)

Data Collection Scores into excel for comparative purposes as well as break down of
procedures statistics on each question and over statistics of the test.

Formative Formal check for Students who need, will be given more
understanding with exit slips time at the end of class to complete.
at the end of class.

Post-Test Students who need accommodations

Formal Assessment: can be given extra time to complete the
exam, as well as have the exam read out
10 Questions:
loud to them.
● 4 multiple choice
● 4 true or false

5
 ● 2 short answer

Out of 30 points:

● 16 points of multiple
choice (4 each)
● 8 points of true or false
(2 each)
● 6 points of short answer
(2 or 4 points
respectively)

Pre-Test Teacher Checklist: Students with physical disabilities will

have a different checklist that they will
Checked off if the students did be graded on.
the following things correct
Psychomotor
● Proper grip
● Proper Swing
● Step into Swing
● Good ball placement
● In ready position

Description of Skills that are needed to do well in the post test (all the skills on the
alignment checklist) will be covered and explained thoroughly in class. This allows
students to have the skills to pass.

Data collection Teacher will watch the students perform the skills, and as they are
procedures performing the skill they will either have checks in the box which means
they did the skill, or no check meaning they did not. They will get a score
out of 5, and the pre and post can be compared.

Formative Informal Observation of the Students who are struggling will get
students and how they are more ques and help so that they getting
progressing with their skills. information to help with the post test[

Post-Test Teacher Checklist: Students with physical disabilities will

have a different checklist that they will
Checked off if the students did be graded on.Students who are
the following things correct struggling and do not pass the post test
● Proper grip on the first time will have 2 more

6
 ● Proper Swing attempts to pass.
● Step into Swing
● Good ball placement
● In ready position

Pre-Test 4 yes or no questions that the This assessment is not graded and will be
teacher will ask done as a check in as the teacher walks
around
Affective
Description of Students will be working together and building these skills throughout the
alignment unit.

Data collection The difference of scores will be compared and based on watching the
procedures students.

Formative Informal observation of how Students who are struggling to make

the students are progressing progress at the pace they should will
in their effective behaviors receive extra attention and tips

Post-Test 4 yes or no questions that the Students who score low will be given an
teacher will answer extra chance to show that they
understand.

Pre-Test 4 fitness based tasks that will Students who have physical disabilities
be timed or counted by the that limit their ability to do these tasks
teacher will have separate task that they can
Fitness/ complete
physical
activity Description of Students will be physically active while participating in class each day, so
alignment their score for the skills that are based on things you do or work in tennis
should improve.

Data The times and scores in the pretest will be recorded in excel, then will be
collection graded just based on if the student has improved when they take the post
procedures test. They can be compared side by side.

Formative Peer assessment: In partners Students who have physical disabilities

the students will do a mini that limit their ability to do these tasks

7
 assessment like their pre test will have separate task that they can
and have a partner time them. complete
The scores will not count for
the post test but the students
will know their progress.

Post-Test 4 fitness based tasks that will Students who have physical disabilities
be timed or counted by the that limit their ability to do these tasks
teacher will have separate task that they can
complete

Psychomotor rubric

SINGLES TENNIS COGNITIVE QUIZ:

8
 https://docs.google.com/forms/d/
1wF9WlqzlqXqSgZzNyymmdHFtSUkvpuH86gK_yYCcC2c/edit?
ts=5f9750eb&gxids=7757

SINGLES TENNIS COGNITIVE QUIZ RESPONSES:

https://docs.google.com/spreadsheets/d/
1jfR6HOamskJV4QocA2FMSO8pBuoSk6VycoVCzUK60Sw/
edit#gid=1810849721

SINGLES TENNIS INSTRUCTIONAL VIDEO:

https://youtu.be/zbdcShuAecM

OTHER ASSESSMENTS:

Cognitive Exit Slip:

Name:_________________________

Date:_________

1. Explain the proper way to grip the ball on both a forehand shot and a
backhand shot

_____________________________________________________________
_____________________________________________________________
________________________________________________

Psychomotor:

Teacher checklist, check all the boxes that each student does correctly.

Students Proper Proper Step into Good Ball Creates good

defensive
Grip Swing Swing placement passes and
Date:__________
plays

9
Outcomes:

Proper Grip:

Two-hand-volleys with control in a small-sided game. (S1.M17.8)

Proper Swing:

Transfers weight with correct timing using low to high striking pattern with a
long-handled implement on the forehand and backhand sides. (S1.M15.8)

Steps into Swing:

Transfers weight with correct timing using low to high striking pattern with a
long-handled implement on the forehand and backhand sides. (S1.M15.8)

Good Ball Placement:

Creates open space in net/wall games with either a long- or short- handled
implement by varying force or direction, or by moving opponent from side to
side and/or forward and back. (S2.M7.8)

Creates good defensive passes and plays:

Creates open space in net/wall games with either a long- or short- handled
implement by varying force or direction, or by moving opponent from side to
side and/or forward and back. (S2.M7.8)

10
Affective:

Name of Student:_______________________________

Date:______________

Good Attitude about learning: ____ Yes _____No

Cleans up equipment: ____ Yes _____ No

Positive comments to classmates: ____ Yes ____No

Shows Sportsmanship: ____ Yes______ No

Fitness/ physical activity:

Pre Test:

Name of Student:____________________

Date:_____________

1. 20-yard side shuffle:__________

2. Short 10-yard acceleration:_______
3. 30-yard sprint shuttle (10-yard increments):_______
4. Pushups:_____

Formative:

Half-way Fitness Evaluation

Name:_____________________ Name of partner:___________________

Date:__________

1. 20-yard side shuffle:__________

2. Short 10-yard acceleration:_______
3. 30-yard sprint shuttle (10-yard increments):_______
4. Pushups:_____

Do you think you are improving? If no, why?

_____________________________________________________________
_____________________________________________________________

11
 Section 3: Instructional Planning

Assessment Work Sample Block Plan

PED 434

School Name: Minneola middle school Unit Content: tennis

Students: 8th grade

Day 1 Day 2

Outcome (s): Outcome (s):

Varies the speed, force and trajectory of the shot based on
location of the object in relation to the target. Two-hand-volleys with control in a small-sided game.
(S2.M9.8) (S1.M17.8)

Content focus: Passing and volleying

Content focus: At the beginning
Of class students will
Fitness/physical activity component:
Take a pre-test then rest of class we will
Muscular Endurance
learn about
the dimensions of court,
swing and grip
Assessment: Peer Assessment
Fitness/physical activity component:
Cardiovascular Endurance

Assessment: Check list and All Pre- Tests

Day 3 Day 4

Outcome (s): Outcome Outcomes (s):

Transfers weight with correct timing using low to high Demonstrates the mature form of fore- hand and
striking pattern with a long-handled implement on the backhand strokes with a short- or long-handled imple-
forehand and backhand sides. (S1.M15.8) ment with power and accuracy in net games such as
pickleball, tennis, badminton or paddle ball. (S1.M14.8)
Content focus: forehand pass
Content focus:
Fitness/physical activity component: backhand and forehand review
Flexibility
Fitness/physical activity component:
Assessment: Checklist

12
 Muscular Strength

Assessment: Teacher Evaluation

Day 5 Day 6

Outcome (s): Outcome (s):

Creates open space in net/wall games with either a long- Sor Strikes with a mature overhand pattern in a modified
short- handled implement by varying force or direction, or by
net net /wall game such as volleyball, handball, badminton or
moving opponent from side to side and/or forward and back. tennis. (S1.M13.8)
(S2.M7.8)

Content focus: Overhead pass and Short shot Content focus: Serving

Fitness/physical activity component: Fitness/physical activity component:

Muscular Strength Muscular Endurance

Assessment: Exit Slip Assessment: Checklist

Day 7 Day 8

Outcome (s): Outcome (s):

Varies placement, force and timing of return to prevent Varies the speed, force and trajectory of the shot based on
anticipation by opponent. (S2.M8.8) location of the object in relation to the target. (S2.M9.8)

Content focus: Gameplay the last 15 minutes

Content focus: Serving and Gameplay of class students will take a post-test

Fitness/physical activity component:

Muscular Strength and Cardiovascular Fitness/physical activity component:
Endurance Muscular endurance and Strength,
Flexibility, and Cardiovascular Endurance

Assessment: Checklist and self assessment

Assessment: Self Assessment and All Post- Tests

13
 Section 4: Analysis of Results

One question that it was very common that the students got correct on

both the pretest and posttest is the question about serving. It had the

students pick which answer was correct about where the server must serve

the ball; Serve box diagonally opposite. But, after receiving the scores back

from the pretest we noticed some questions that students frequently got

wrong. One particular question was about the point system. Another

question that students got wrong was the question on ball placement that

included lines and dimensions of the court. These questions were challenging

and were almost expected to be wrong for the pretest, but then once we

fully understood that almost all of the students needed more information on

that, we were sure to include this in our video. We made sure to really

emphasize on the point system and boundaries to help the students as a

whole improve in that area for the post test. For some student’s pre and

post test results, for the cognitive assessment, we saw a drastic change in

results after the instructional video. On the other hand there were some

students who had more slight changes but only 2 of our students stayed the

same or got worse. A majority of the students used the knowledge from the

video to do better on the post test. When doing the instructional video we

covered all the information that was needed in order for the students to be

successful when taking the post test. Each of our students had ample

14
information in the video to excel on the post test. For example, one student

on the pretest scored a 12 out of 30 leaving him with a grade of a 40% and

then on the post-test he received a 25 out of 30 resulting in him receiving a

83%. This student almost doubled their score, improving greatly on the post

test. Trustworthiness is a huge component for any test and we wanted to

make sure that we could make it the best that we could for accurate results.

The components that must be asked if they are there, that make a

trustworth test are is this test reliable, valid, objective, practical, and

authentic. Our test showed reliability in the sense that we used the same

exact questions for the pre and post test but like many cognitive exams

theis test had low consistency which in turn makes it unreliable. It doesn't

show consistency because you could take the post test one day and score a

certain score but then go back another day and the score could possibly

change. Validity is also another important part of trustworthiness that we

have components of but because we don't have reliability we cannot have

validity. For our pretest the students took that with no lesson to help them,

and then after we gave them our video, they did very well and all improved.

This shows that our test was based on what we taught, because after we

taught, the majority of the students increased in score. Objectivity is the

next part of trustworthiness that we have in our test, this is because the test

could be given by another teacher and taught with our video and the

students would still increase their scores because the content is there.

15
Practicality is a part of this test because the students were not given time

restraints and the test was at no cost to them. The only thing we could think

of was that the students needed a computer and access to the internet, but

none of our students contacted us to say that they would have trouble with

those things. In which case we would have had an alternative assessment.

Finally, authenticity was included in our test because everything that the test

was on was based on tenis. While due to the current circumstances we were

unable to go outside and be together to play real tennis, everything that was

in the video are things that are in tennis. Overall our test was trustworthy,

with just reliability and validity not fully in the test because of its cognitive

nature. I believe that the way we did our assessment and planning before

the posttest was very successful. Some adjustments that I would do is for

the instructional video we could’ve given demonstration on how to hold a

racket and etc but with everything going on, unfortunately none of us had

access to a tennis racket. For our assessment, on our end an adjustment

that I would definitely change going forward with using google to make an

exam is to do all multiple choices. It became very difficult to figure out

grading because some students should have received full credit for the short

answer only because there was a spelling error or a capital letter and etc. I

believe that our instructional video was a great length and it was not too

long that we lost students but it was enough to have all the information.

16
There was an increase in the majority of the scores for each individual
student. After addressing the questions in the instructional video I believe
this helped the scores go up.

After calculating the class average for Pre and Post tests scores the post test
scores overall went up by 10%.

17
Jaden Galluzzo:
As we have learned the cognitive assessment, transitioning into
learning and adjusting how to do affective, psychomotor and fitness/ activity
assessment I found myself assessing the students on the wrong assessment.
I found myself on the psychomotor assessment but I would start doing the
cognitive assessment because that comes natural to me now and I have to
remind myself about the differences about them continuously. I believe that
it is so important to equally assess the students in all domains.some
students are more technical in other aspects rather than physical aspects
and the affective domain makes it so they are assessed in how they act.
Overall learning about the assessment tools has given me a successful way
to think about assessing the children, whether I am doing work for this class
or for PED 255 it helps me successfully assess the students and increases
my knowledge on not only how I asses the students but how I build a better
relationship with them and learn more about the students individually rather
than as a whole.

Kelsey Mulligan:
After giving this cognitive assessment, I have come across some
things that were difficult and could affect the other assessments. The biggest
thing I found was to make a test that covers what each domain actually is.
My biggest struggle was the affective domain and how to assess that
properly, as well as differentiating the psychomotor and fitness assessments
because they can include some of the same content. Overall this has allowed
me to appreciate the assessment process. They are difficult to create with
complete trustworthiness and with just the content that you have fully
covered in class. Also, I learned how important the pretest is, so that you
can see exactly what your students need from you to flourish.

Jordyn Sinert:
After administering the cognitive assessment, I learned that it helps
students comprehend the content and helps us teachers evaluate students'
knowledge. Some students might not be as physically able as others. Giving
cognitive assessments helps the physically literate individual demonstrate
their competency in another way besides physically. When making

18
assessments for the psychomotor and affective domain it can be more
challenging. As stated before some are more physically challenged than
others. There needs to be more modifications and accommodations. The
affective domain is about character, attitude, and respecting yourself and
others. It can be hard to assess this because every student is different. I
think it is very important to assess the affective domain because attitude is
very important. If you don't have a good attitude you're unlikely to succeed.
After reflecting, I learned that it is so important to assess all domains
equally. After creating the assessments I learned what works and what does
not work. Assessing your students is a learning process that takes time. It
helps you as a teacher reflect on what is working and what is not . It helps
you and the students progress and improve. It is a huge source of feedback.

19