UNIT GOALS ASSESSMENT CONGRUENCE (Form 2)

NAME(S): Molly Dincher and Carter Tyzinski

Column A = UNIT GOALS with

LESSON OBJECTIVES

Psychomotor
P1. Students will be able to perform
body weight exercises by doing pushups, planks and squats.

Column B = LESSON # IN BLOCK

PLAN THAT ADDRESS THE
ASSESSMENT OF EACH GOAL

Column C = ASSESSMENT OF THE

LESSON PLAN THAT DIRECTLY
ADDRESSES EACH GOAL

L2, L3

L2.Teacher assessment on instant recess

(10 squats and 5 pushups) Formative
L3. Teacher assessment on student
performance in body weight circuit.
Formative

L2.P.1 The student will be able to

perform squats and pushups during the
instant recess.
L3.P.1 The student will complete two
rounds of a body weight circuit by
participating at each station.
P2. Students will be able to perform free
weight exercises by doing bicep curls,
shoulder presses and arm extensions.

L4, L5

L4.P.1 The student will complete two

rounds of a free weight circuit by
participating at each station.
P3. Students will be able to perform a
free weight and body weight circuit.

L4. Complete peer assessment to check

for proper form, etiquette, safety and
clean up. Formative
L5. Complete entry slip on body weight
and free weight exercises. Formative

L3,L4,L5

L3. Teacher assessment on students

performance in body weight circuit.
Formative

L3.P.1 The student will complete two

rounds of a body weight circuit by
participating at each station.

L4. Complete peer assessment to check

for proper form, etiquette, safety and
clean up. Formative

L4.P.1 The student will complete two

rounds of a free weight circuit by
participating at each station.

L5. Week long exercise log. Summative

L5.P.1 The student will perform their

own exercise circuit based on previous
exercises done in prior lesson.
Cognitive
C1. Students will be able to complete a
peer assessment by observing their peer
on proper etiquette, form, safety and
clean up.
L4.C.1 The student will be able to
complete peer assessments by observing
their partner on proper form, etiquette,
safety, and clean up.
C2. Students will be able to identify the
benefits of muscular strength and
endurance.
L3.C.1 The student will be able to
complete an entry slip on their
knowledge of the benefits of muscular
strength and endurance.
C3. Students will be able to analyze the
differences between muscular strength
and muscular endurance while working

L4

L4. Complete peer assessment to check

for proper form, etiquette, safety and
clean up. Formative

L2,L3

L3 Complete entry slip on benefits of

muscular strength and endurance.
Formative

L1, L2, L5

L1 Complete the differences between

muscular strength and endurance
worksheet. Formative

on body weight exercises and free

weight training.

L2 Complete bell ringer on writing a

similarity and difference between
muscular strength and endurance.
Formative

L1.C.1 The student will be able to

complete a worksheet based on their
knowledge of what exercises are
muscular strength and muscular
endurance.
L5.C.1 The student will be able to
complete an entry slip based on body
weight and free weight exercises.
Affective
A1. Students will use proper weight
room etiquette by washing off
equipment before and after use, and
putting the equipment back where they
got it.

L5 Complete entry slip on body weight

and free weight exercises. Formative

L2, L4

L2 The students will complete a weight

room etiquette quiz. Formative
L4 Complete peer assessment to check
for proper form, etiquette, safety and
clean up. Formative

L4.A.1 The student will use proper

etiquette and safety while in the weight
room by cleaning the equipment, and
returning it after use.
A2. Students will use proper safety
protocols by spotting their partners
when needed, not running with weights,
and placing weights down safely where
they need to be.
L3.A.1 The student will use proper
etiquette and safety while in the gym.

L4

L4 Complete peer assessment to check

for proper form, etiquette, safety and
clean up. Formative

L4.A.1 The student will use proper

etiquette and safety while in the weight
room by cleaning the equipment, and
returning it after use.
A3. Students will be able to perform a
weeks worth of exercises outside of the
classroom to complete their exercise
logs

L5

L5. Week long exercise log. Summative

L5.A.1 The student will be able to use

muscular strength and endurance outside
of class by completing a week long
exercise log.

REFLECTION:
The assessment congruence form shows the correct alignment of unit goals, objectives and assessments. With our assessments,
we were able to provide a variety of graded opportunities to match each student testing preferences. Entry slips, quizzes, logs, peer
assessments and teacher assessments are just a few different forms of assessments that we included throughout this unit. Within this
unit, students will be assessed on weight room/gymnasium safety and etiquette, exercises performed outside of the classroom with
their logs, and their overall knowledge of muscular endurance and strength, free weight exercises and body weight exercises. For our
psychomotor objectives we were able to create assessments based on the exercise logs, entry slips and peer assessments. The cognitive
assessments are based on the students knowledge of free weight exercises, body weight exercises, and muscular strength and
endurance along with the benefits. For our affective aspect of the unit, students were assessed on weight room/gymnasium safety and
etiquette by completing peer and teacher assessments along with a quiz.
The one inconsistency that was shown in this congruence form is that lesson plan one was only used once for the assessments.
Lesson plan one is the foundation of all the information dealing with muscular strength and endurance, therefore most of the
assessments should be based off of that information. To fix this inconsistency, the unit plan needs to have more assessments based off
of muscular strength and endurance such as an essay or final test. Other than lesson plan one not being used as much as it should for
the assessments, everything else aligns perfectly with one another. Each objective and lesson has a variety of assessments such as
entry slips, peer assessments, quizzes, worksheets, logs and teacher assessments. If we could do our unit plan over again, we would

add the FITT principles and S.M.A.R.T goals at the beginning of the unit. These two criterions are very important within the fitness
model. Adding this information would benefit the students to realize the importance of making goals and giving them principle to look
upon while doing their exercise logs. If the students are able to create S.M.A.R.T goals during the muscular strength and endurance
unit, more than likely they will use those goals throughout their physically fit lives. Overall, we feel that our unit assessments and
objectives align perfectly with one another. Most importantly we were able to use a summative assessment for the exercise logs
because all of the information shared in the unit, will be graded upon in the logs.