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Summative Assessment

The summative assessment for the fitness stations unit is a written test which will evaluate what students know, still don’t
know and what may need to be retaught or revisited. The test provides students with a brief review of main points covered
during the fitness station unit. The lesson review consist of 15 questions which will evaluate whether students understand
concepts about resting and target heart rate and how they can be used to meet personal fitness goals. About !" of the test
is made up of review points whereas the other 1!" requires student to access higher thinking processes to answer.
An e#tension of the final summative assessment is one lesson which bridges the information learned in the fitness unit to
additional units that will be completed throughout the balance of the school year. $ow that all students understand the
importance of measuring their %&% and T&% 'ones. (t’s important to get to the last portion of the units focus question.
The question that will be posed for the agenda is )&ow can information about &% and T&% 'ones be used to achieve
personal fitness goals* This will be a think pair share e#ercise were students will be place into small group to collaborate
and present multiple ideas or e#amples of how information learned during the fitness stations could be applied to everyday
practices to reach and maintain their own personal fitness goals. This progression monitoring assessment will take place
over the course of the year to ensure that student are building of previous knowledge and applying information learned to
real life applications. +roup answers,ideas will be presented to the rest of the class.
Grading Scale:
Not met= 8 or lower
Partially Met= 9-11
Met= 12-15
Exceeds=1-18
!o"yri#$t % !ommission on &eac$er !redentialin# and t$e !ali'ornia (e"artment o' Education
)ormative Assessment 'or !ali'ornia &eac$ers *)A!&+ , 2-11
.n/uiry into &eac$in# and 0earnin#1 Summative Assessment Pa#e 1 o' 5
(ate1 -,1.
Summative Assessment (C-8) Part 1
*(istrict student assessment data may 2e su2stituted+
DIRECTI!S: Administer t$e summative assessment3 !ollect t$e student res"onses and 'ollow $e "rocess o' analysis
outlined 2elow3 Attac" a c#$% #& t"e summative assessment and sc#ring guide'
13 Sort t$e student res"onses into two cate#ories1
Students w$o scored 2elow #rade level or .EP ex"ectancies
Students w$o scored at or a2ove #rade level or .EP ex"ectancies
23 )or students w$o scored 2elow #rade level or .EP ex"ectancies4 determine t$eir level o' "er'ormance as1
n#t met
$artiall% met
53 )or students w$o scored at or a2ove #rade level4 or .EP ex"ectancies4 determine t$eir "er'ormance level as1
met
e(ceeds
63 7ecord students8 names in t$e res"ective "er'ormance level column 2elow3
)E*+ GRADE *E,E* R IEP E-PECTA!CIES
AT GRADE *E,E* R IEP
E-PECTA!CIES
A),E GRADE *E,E* R
IEP E-PECTA!CIES
!#t .et ()el#/ 8) Partiall% .et (0-11) .et (11-12) E(ceeds (13-18)
/innie 0focus 123 4ri'a &um'a 0focus 153 6aya
Auchey 7atrina 7aren 0focus 113 (sabella
4rittney $. 8ivya Abbay
$eptune 9mma
6ay Thu :incent
;layton Addeesh
<arah &. %yan
Adriana ;arrisa
6elanie Turnika
Anthony 9. 4randon
7yle <hreyas
%ene Antonio
Anaelle Abigail
7aedin ;atherine
4ryan =upei
<apna
<amantha &.
$ikhil
7halia
!o"yri#$t % !ommission on &eac$er !redentialin# and t$e !ali'ornia (e"artment o' Education
)ormative Assessment 'or !ali'ornia &eac$ers *)A!&+ , 2-11
.n/uiry into &eac$in# and 0earnin#1 Summative Assessment Pa#e 2 o' 5
!o"yri#$t % !ommission on &eac$er !redentialin# and t$e !ali'ornia (e"artment o' Education
)ormative Assessment 'or !ali'ornia &eac$ers *)A!&+ , 2-11
.n/uiry into &eac$in# and 0earnin#1 Summative Assessment Pa#e 5 o' 5
(ate1
Summative Assessment Re&lecti#n (C-8) Part 1
DIRECTI!S: 9ased on t$e summative assessment results4 res"ond to t$e /uestions 2elow' Attac" c#$ies #& t"e
summative level assessment res$#nses &#r %#ur t"ree &#cus students'
13 7eview t$e learnin# o2:ectives identi'ied on t$e Essential !om"onents 'or .nstruction document *!-24 9ox 2+ and
descri2e t$e learnin# outcomes ac$ieved3
• >inding ?ulse 0carotid artery, brachial artery, etc.3
• ;alculating %esting &eart %ate
• ;alculating Target &eart %ate, @ones
• Adapting activities, drills to maintain T&% @ones
Two of the three focus student met the passing score on the summative assessment. The third focus student who is a
resource program will be given an additional opportunity to take and pass the assessment at a later time and with additional
support and accommodations as needed.
23 7e'lect on t$e Essential !om"onents 'or .nstruction document *!-24 9oxes 4 114 and 12+3 )or students scorin# in
t$e cate#ories o' not met or "artially met descri2e $ow t$e 'ollowin# may $ave im"acted t$eir learnin#;
a' Entry 0evel and Pro#ress Monitorin# Assessment results *9ox +1
• <tudents will take pulse every four stations to evaluate their own progression and make any adAustment to
ensure that they continue to maintain their target heart rate 'one.
• Bngoing monitoring
• Bngoing assessment in the form of questioning
All three focus students were able to demonstrate the knowledge assessed on the entry level assessment. <tudent could
locate a pulse and use a provided formula to calculate resting heart rate.
23 .nstructional Strate#ies *9ox 11+1
• 8ifferentiated instruction
• <A8(9 scaffolding strategies
• ;ooperative learning strategies
• 6odeling
• 4ridging
A series of best practice strategies will be incorporated into the lesson in order to provide students with multiple ways to
view and demonstrate their knowledge of information 0i.e. through multiple intelligences3.
/hat ( discovered in my final review of the summative assessment was that further differentiated instruction is
necessary to see more academic success. 6ore accommodations developed through professional conversations
will be need to help some students, and one focus student to achieve success.
c3 Accommodations<Modi'ications *9ox 12+1
(n the physical education setting common accommodations includeC
• ?referential seating
• /ritten directions
• :erbal cues
6odificationsC
• Altering a drill for low performing student to achieve more academic success
• ?eer pairing of 9D student with a student that speaks their native language so they can ask questions and better
understand the material
6ore detailed accommodation and modifications often have to be developed as the lesson evolves and you learn more
about your individual students.
!o"yri#$t % !ommission on &eac$er !redentialin# and t$e !ali'ornia (e"artment o' Education
)ormative Assessment 'or !ali'ornia &eac$ers *)A!&+ , 2-11
.n/uiry into &eac$in# and 0earnin#1 Summative Assessment Pa#e 6 o' 5
d3 =t$er1
53 9ased on t$e summative assessment results4 res"ond to t$e 'ollowin# /uestions1
a3 >$at do you o2serve in eac$ student8s wor?;
23 >$at does eac$ student8s wor? sam"le tell you a2out t$e e''ectiveness o' t$e instructional strate#ies used;
c3 >$at are t$e next ste"*s+ 'or eac$ student and w$y;
)ocus Student 11 En#lis$ 0earner
7aren 9D8 1
a. &er language barriers typically present some minor issues on written assessment and verbal instruction.
b. (nstructional strategies need to be continuously adAusted to support 7aren’s specific learning needs. /ritten
and verbal strategies are less effective. /hereas peer partnering with a student who speaks her native
language seems to help with the terminology and understanding of the content.
c. 6eet with her student study team to collaborate and find alternative ways to support her needs.
)ocus Student 21 S"ecial Po"ulations
/innie %esource, speech therapy
a. >ailure to read and fully understand question
b. 6ore differentiated instruction may be necessary.
c. %eview and correct answers together to create a deeper understanding of the material. ( also may provide her
with an alternative option or way of demonstrating her knowledge 0verbal test, or physical demonstration3 so
that ( can better support her learning needs.
)ocus Student 51 !$oice
&um'a Autistic, speech impairment
a. >ailure to carefully read questions, providing one half of the answer.
b. (nstructional strategies may have assisted learning because he received a passing grade
Allow this student to make corrections for half credit so he can develop a better understanding of the content,allow for more
success, and support his individuali'ed learning needs.
63 @iven t$e summative assessment4 w$at additional interventions mi#$t you "rovide 'or students w$o did not meet t$e
learnin# o2:ectives;
(t will take further review and more time for me to identify patterns in each student who failed to pass the summative
assessment. 4ased on that review, ( will look for generic processes to adapt to provide for more success as well as
identifying individual needs that can be supported through specific accommodations and modifications.
53 >$at needs mi#$t you antici"ate 'or t$e students w$o exceeded t$e learnin# o2:ectives;
The need for keeping lesson and activities rigorous, relevant, and challenging to those who continue to e#ceed
e#pectations and or standards.
!o"yri#$t % !ommission on &eac$er !redentialin# and t$e !ali'ornia (e"artment o' Education
)ormative Assessment 'or !ali'ornia &eac$ers *)A!&+ , 2-11
.n/uiry into &eac$in# and 0earnin#1 Summative Assessment Pa#e 5 o' 5