ASSESSMENT

PORTFOLIO

Drew Sommer
Assessment Portfolio for Middle School
Physical Education
PHED 238
Middle School Module
Dr. Lorenzo
Spring 2013
Springfield College

TABLE OF CONTENTS
Philosophy of Assessment Page 4
Soccer Unit Page 5 11
TENNIS UNIT PAGE 12 19
Cricket Unit Page 20 26
Archery Unit Page 27-33
Wrestling Unit Page 34-42
Bibliography Page 43

Philosophy of Assessment
There needs to be assessment in any subject matter being taught. Without
assessments students will not know what they are intended to learn or how to
achieve a good grade in that subject. Assessments are especially important in
physical education because it shows to parents, principals and superintendents
exactly what the students are being taught throughout the year. The goals of these
tangible assessments are to show the students what they have learned and what
other lessons will focus on throughout the year. Another reason for assessments is
to show the school districts that the students are learning based upon curriculums.
If we as teachers can display evidence of student learning and improvement in
physical activity, the school districts will be more likely to keep physical education in
their school districts. There are a variety of assessments that should be utilized in
physical education. I believe that peer evaluations,

skill/fitness tests and

presentations are a few of the many assessments that can be done in the
classroom. Since we live in an age of technology, websites and video clips are an
excellent source for alternative and interactive assessments. The basis for all of the
assessments being done in physical education have to adhere to the National and
State standards. When a teacher creates an objective for any given lesson, the
lesson has to comparable to the standards provided. Without the standards
students will not be learning what they are intended to learn. When a teacher writes
a lesson plan for a given unit it has to be based upon the varying skill levels of the
students. In order for students to achieve the most success in physical education
the assessments should not only teach the students how to perform but also give
them information that they can use outside the classroom. In conclusion, assessing

students individually on the different skills and activities allows for optimal learning
in the classroom.

Invasion Sport

SOCCER
UNIT

Soccer: Shot Evaluation

Authentic Assessment
Psychomotor Objective
By the end of the unit the students will successfully
demonstrate a soccer shot with proper technique 4/5
times during game-play.
o NASPE 1
o MACF 2.8, 2.9
Equipment

Soccer Balls
4 Goals
50 cones
1 assessment per team
One pencil

Reference
Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February
27,
2013, from National Soccer Coaches Association of America website:
http://www.nscaa.com/education/resources/fundamentals/
basic-skills-receiving-passing-shooting

Soccer Shooting
Evaluation
Process (2 pts. each)
Name

Was the
ball kicked
with the
laces of
the foot?

Was the
kicking
leg
extended
back
before the
shot?

Did the
kicking
leg follow
through
after the
shot?

Did the
shooter
land on the
kicking
leg?

Grade
Was the
shooter
keeping his/her
eyes on the
ball during the
kick?

Grade: __/10

Soccer: Video Clip Analysis

7

Alternative Assessment
Cognitive Objective
By the end of the unit the students will be able to
successfully detect 3 errors based off the video clips
of passing and shooting.
o NASPE 2
o MACF 2.9
Equipment
1 computer with access to the internet (youtube)
1 worksheet per student
1 pencil per student
Reference:
Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February
27,
2013, from National Soccer Coaches Association of America website:
http://www.nscaa.com/education/resources/fundamentals/
basic-skills-receiving-passing-shooting

Passing
8

http://www.youtube.com/wa
tch?v=dex2r79DYV8
Questions to Answer:

http://www.youtube.com/wa
tch?v=8QXAqNZ7uXw

1. What were 3 errors in their passing technique? (3 pts)

2. Name one reason why this video helped you understand the proper
form of passing. (3 pts)

Shooting

http://www.youtube.com/watch
?v=-QD4C5mgUfY

http://www.youtube.com/wa
tch?v=AN6IWXtdzoc
Questions to Answer:

1. What were 3 errors in their passing technique? (3 pts)

2. Name one reason why this video helped you understand the proper
form of passing. (3 pts)

Grade: __/12
Soccer: Teamwork Assessment Worksheet
Affective Objective
9

 By the end of the unit students will recognize how

working as a team and helping students who may
need help in a certain skill or task by answering the
open ended question about teamwork, scoring 15/20
points.
o NASPE 5
o MACF 2.14
Equipment
1 worksheet per person
1 pencil per person
Reference:
How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate
Life website: http://www.trans4mind.com/cultivate-life-magazine/issue046/
Management.html

Teamwork Assessment Worksheet

10

Name: _______________

Grade:

/20

Date: ________________
Class: _______________
1. What should you say to a classmate who complained about not
getting the ball enough? (5 pts.)

2. What should you say to a teammate who is upset about his/her

playing ability? (5 pts.)

3. Please name 2 compliments you can give to another student who is

doing well. (2.5 pts. each)
a.
b.

NET/WALL SPORT

4. Please state how being on a team can affect you and those around
you. (5 pts.)

TENNIS
UNIT

11

Tennis: Skill DVD

Alternative Assessment
Psychomotor Objective
By the end of the unit students will be able to
demonstrate proper skill cues of the forehand and
backhand throw by creating a DVD of the skill within
a group of 4, scoring at least 16 out of 20.
o NASPE 1, 2
o MACF 2.9
Equipment

1
1
1
1
1

racket per student

ball per student
tennis court per group
video camera per group
computer per group

Reference:
PE Central's Photo Slideshows: Skill Performance Tips/Cues. (2007).
Retrieved
February 27, 2013, from Tennis Forehand and Backhand website:
http://www.pecentral.org/mediacenter/photoindex_cues2.html

12

TENNIS DVD ASSIGNMENT

Group Members Names:
Date:
Working in groups of 4 students you must create a 5-7 minute DVD presentation of
the forehand and backhand throw. Your DVD/presentation should include:
-

CORRECT CUES FOR THE SKILL

Film the DVD in an appropriate physical activity setting.
Check spelling and ensure the overall quality of the video.
Provide thorough, correct demonstrations. (If a second demonstrator is
needed, you may want to use someone that has played the sport though
you are still responsible for speaking in the DVD not the outside performer)
Repeat demonstration multiple times (but not too much!)
Repeat demonstration from different angles
Focus students on the most important aspects of the skill
Use proper equipment in an appropriate setting
Always do a complete demonstration (skill & drill)
Apply principle of transfer of learning connect with prior knowledge of
another skill performance that students may know about
Score Sheet for Teaching Cues for Sport Skills Demonstration
GROUP MEMBERS NAMES

SCORE____/30

Uses appropriate equipment

0

Cues are developmentally appropriate and correct

0

Shows professionalism in vocabulary and dress

0

Shows evidence of thorough planning

1

Shows creativity
13

Connects this skill with prior knowledge of another related skill performance
0

Presentation is done in appropriate setting for skill

0

All group members have an important role in the production/presentation

0

Eye Contact and Professional Dress for the presentation

0

Quality production
0

Tennis: Essay Question

Traditional Assessment
14

Cognitive Objective
By the end of the unit students will be able to identify
the correct skill cues of the overhand serve, volley,
forehand and backhand swing by scoring at least 16
out of 20 points on an essay question.
o NASPE 2
o MACF 2.9
Equipment
1 test per student
1 pencil per student
Reference:
Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,
from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html

TENNIS ESSAY EXAM

Name:
15

Date:
1: List the skill cues of volleying, an overhand serve, and a
forehand and back hand swing. Provide an example of when each
of these skills would be used in a tennis match (20 pts).

Tennis: Positive Reinforcement

Authentic Assessment
Affective Assessment

16

 By the end of the unit students will be able to explain

the importance of positive reinforcement during a
match by scoring at least 7 out of 10.
o NASPE 5
o MACF 2.15, 7.7
Equipment
1 Exit Slip
Reference:
Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,
from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html

POSTIVE REINFORCEMENT

17

Name:
Date:
Period:

Journal
Count how many times a player on your court said
something positive to you. How did this make you feel? Did you
want to give your partner or the other team positive
reinforcement as well? What will you do in future activities to
make sure you give someone positive reinforcement?

Striking/Fielding Sport

CRICKET
UNIT

Grade: __/10

18

19

Cricket: Peer Evaluation

Authentic Assessment
Psychomotor Objective
By the end of the unit students will demonstrate
hitting a cricket ball 3 out of 5 times with proper
technique during gameplay.
o NASPE 1
o MACF 2.9
Equipment

Soccer/open field
4-5 cricket bats of different lengths
1 assessment per team
One pencil

Reference:
Ledenka, T. (n.d.). Cricket. Retrieved February 27, 2013, from Cricket
website:
http://www.cwu.edu/~jefferis/unitplans/cricket/index.html

20

PEER EVALUATION
Process (2 pts. each)

Produ
ct (3
pts.)
Did
Partn Hands Body
All
Kee Arm
1
stude
ers
toget sidew finge
p
s do foot nt get
Name
her
ays on
rs
eye not eith 3/5
near
to the curle
s
cro
er
hits?
top
bowle
d
on
ss
side
end of
r
arou ball
of
the
nd
the
handl
the
crea
e
bat
se
(line
)

Gra
de

21

Cricket: Presentation of Tactics

Alternative Assessment
Cognitive Objective
By the end of the unit students will be present a
project about the tactics in cricket and score 17 out
of 20.
o NASPE 6
o MACF 2.16
Equipment
1 computer with internet access per student
1 criteria sheet per student

Reference:
Cricket America. (2010, April 10). Retrieved February 27, 2013, from Cricket
America website: http://www.cricketamerica.com/page2.html

22

3
Organization

Content about
the correct
tactics and
gameplay of
cricket

Presentation/Visu
als

Grammar and
Mechanics

Voice

4
Slides are
arranged in an
organized way,
presentation
flows easily from
one slide to the
next,
seamlessly.
7

0
Slides are
arranged in an
organized way
and
presentation
flows.

Some effort has

been made to
arrange slides

Some slides are

arranged.

Demonstrate
high level of
familiarity and
critical
evaluation of the
tactics and
gameplay
involved in
cricket.
3

Demonstrates
high level of
competency
involved in
cricket. Missing
a few important
aspects.

Only slightly
prepared. Little
thought into the
presentation.
Can only answer
one question.

Not prepared
for the
presentation.
Cannot answer
questions
about cricket

Slides are
attractive. Text is
easy to read.
Visuals are used
throughout to
enhance
presentation.
Two visuals are
presented High
level of
preparation and
creativity
3

Most of the
slides are
attractive. Text
is easy to read.
More than half
of the slides use
visuals to
enhance
presentation.

Some slides are

not easy to read.
Amount of text is
too great for the
amount of space
provided. Less
than half the
slides have
visuals.

The slides are

not easy to
read. The
amount of text
is too great for
the space
provided. There
is little use of
visuals.

Capitalization
and punctuation
are correct
throughout the
presentation.
There are no
grammatical
errors.
3

There are less

than two
convention
errors in the
presentation.

Speaker presents
in a loud, clear
voice and doesn't
read from the
screen.

Speaker
presents in a
loud, clear voice
but turns to the
screen
occasionally.

Speaker presents
in a voice that is
sometimes clear
but constantly
refers to the
presentation.

Speaker does
not use a clear
voice to
present, but
refers only
occasionally to
the
presentation.

There are fewer

than three
convention errors
in the
presentation.

There are 3-5

conventional
errors in the
presentation.

23

Rubric for the Cricket

Presentation
Name:
Grade:
Cricket: Teamwork/Team Spirit Whiteboard
Traditional Assessments
Affective Objective
By the end of the unit students will discuss in 2
groups the importance of teamwork and team spirit
in cricket, and how one has display acts of team
spirit during the unit by scoring 5 out of 5 points.
o NASPE 6
o MACF 7.6
Equipment
3 white boards
2 dry-erase markers
2 assessments

Reference:
How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate
Life website: http://www.trans4mind.com/cultivate-life-magazine/issue046/
Management.html

24

TEAMWORK AND TEAM SPIRIT

IN CRICKET
Directions: The class will be spilt into 2 groups. Each group will
have a small white board. Each person in the group will take a
turn writing down the importance of teamwork or team spirit in
cricket. The person to write down and raise their white board the
quickest will get a point for their team. The person will then
explain when they displayed an act during the unit. I will write
their answer on the board for everyone in the class to see. The
team that finishes and answers the most questions correct wins.
Once everyone finishes we will have a class discussion about
teamwork and team spirit in cricket and all sports in general.
Example: Michael I brought the team together for a pep talk. I said that we were
okay and just need to focus. I then got a team cheer going for get everyone excited.

25

Ta r g e t S p o r t

ARCHERY
UNIT

26

Archery: Trial and Error Chart

Traditional Assessment
Psychomotor Objective
By the end of the unit students will be able to
successfully demonstrate the proper skill cues of
Archery on 2 out of 3 attempts using a trial and error
chart.
o NASPE 2
o MACF 2.9
Equipment

1
1
1
1

Archery bow
archery target
trial and error sheet per student
pencil per student

Reference:
Alabama Department of Education. (2006). Retrieved February 27, 2013,
from
Archery Unit website:
http://www.outdooralabama.com/education/archery/
Alabama%20Archery%20Unit%20Grades%206-8.pdf

27

Archery Trial and Error

Name:
Date:
Instructions: Stand in staggered rows facing the target. When I say ready go, the
first row string the bow and hold it up to show the correct form. On my command
shoot your three arrows at the target. I will observe your shooting technique.

CHECK PTS:

STRIN
G

SQUARE
STANCE

V
-GRIP

3
FINGER
S

TARGET
LINED
UP
PROPER
LY

ELBO
W
HIGH

ANCHO
R POINT

BRUSH
JAW

SCORE
1st
5th

2nd

3rd

4th

Attempt
1
Attempt
2
Attempt
3

28

Archery: Examine and Explain

Authentic Assessment
Cognitive Objective
By the end of the unit students will be able to
examine and explain the 5 main skill cues associated
with an archery shot by watching the teacher
perform the shot in front of the class, scoring 8/10
points.
o NASPE 2
o MACF 2.9
Equipment

1 Archery Bow
1 Archery Target
One worksheet per student
1 pencil per student

Reference:
Reif, G. (2003, May 13). PE Central. Retrieved February 27, 2013, from
Archery
Cues website: http://www.pecentral.org/lessonideas/cues/ViewCues.asp?
ID=3

29

Examine and Explain Set-Up

Name: ________________

Score:

/10

Answer Key (shot):

String Back

Square Stance

Target lined up properly

Elbow High
3 Fingers

1. A. (1 pt.) Was my elbow high enough for the shot?

B. (1 pt.) Where did the arrow land?

2. (2 pt.) Where was arrow pointed too?

3. (2 pt.) Why did the arrow just fall to the ground?

4. A. (1 pt.) How many fingers were on the string?

B. (1 pt.) How did this affect my shot?

5. A. (1 pt.) How are my feet positioned?

B. (1 pt.) Where did this cause the arrow to go?

30

Archery: Safety Self-Assessment

Alternative Assessment
Affective Objective
By the end of the unit students will be able to
demonstrate safety by following all rules associated
with archery, when using a bow and arrow 100% of
the time.
o NASPE 5, 6
o MACF 7.7
Equipment
1 Journal
1 pencil
Reference:
Alabama Department of Education. (2006). Retrieved February 27, 2013,
from
Archery Unit website:
http://www.outdooralabama.com/education/archery/
Alabama%20Archery%20Unit%20Grades%206-8.pdf

31

Safety of Archery
Name:
Date:
Period:
Self-Assessment
Self-Assessment: Evaluate yourself based on the follow rules and grade yourself 1, 2, 3, or 4
according to how well you performed throughout the unit
1 I did not do this
2 I did it some of the time
3 I mostly did this
4 I did this all of the time
I.

Students comply with all established rules in the classroom.

1

II.

Students respect each others space around them.

1

III. Students share and use equipment safely at all times.

1
2
3
4
IV. Students listen to teachers signals by displaying effective
listening skills.
1

V. Students come to class enthusiastic and ready to learn

1

32

Leisure/Lifetime Sport

Grade: __/20

WRESTLING
UNIT
33

Wrestling: Role-playing (Teacher Student)

Alternative Assessment
Psychomotor Objective
By the end of the unit students will perform the skill
cues of a double leg takedown to a partner with
100% accuracy.
o NASPE 1
o MACF 2.9
Equipment
Wrestling mat
1 grading sheet per student
1 pencil per student
Reference:
Hamel, G. (n.d.). How to a Double Leg Takedown in Wrestling. Retrieved
February
27, 2013, from eHow website: http://www.ehow.com/
how_4524190_a-double-leg-takedown-wrestling.html

34

Wrestling Role-Playing
Name:
Student teaching skill:

Skill:
Directions Teacher will show the proper technique of a double
leg takedown while explaining the cues to his/her student.
Skill Cues:

35

Score: /10
Possible Answer Key:

Wrestling Role-playing
Name: Evan Brady__
Student teaching skill: Andrew Carlino_

Skill: Double Leg takedown__

Skill cues

Bend legs to get in a low position

Burst forward, reaching on the outside of the leg
Grab behind the opponents legs
Drive your head into opponents side, while pulling his/her
legs in towards you
Stay in contact while your opponent falls

Score: 10/10

36

Wrestling: Quiz
Traditional Assessment
Cognitive Objective
By the end of the unit students will be able to show
their knowledge of wrestling by receiving an 80%
on a quiz on the rules of wrestling.
o NASPE 6
o MACF 2.16
Equipment
1 quiz per student
1 pencil per student
Reference:
Welker, B. (n.d.). Overview of Wrestling Rules. Retrieved February 27, 2013,
from West Virginia Wrestling website:
http://www.wvmat.com/overview.htm

37

Wrestling Quiz
Name: _____________

Grade:

/10

Date: ______________
Class: ______________

1. How many points are rewarded to the offense for a double-leg

takedown? (2 pts.)
2. True/False (Circle one) (2 pts.)
A full-nelson is a widely used move in wrestling if you want to pin
your opponent.

3. True/False (Circle one) (2 pts.)

You are allowed to kick or punch your opponent in order to gain an
advantage.

4. How long are and how many periods are there in middle school
wrestling? (2 pts.)

5. How many weight classes are there in middle school wrestling? (2 pts.)

BONUS (2 pts): List all the weight classes for middle school wrestling.

38

Answer Key:

Wrestling Quiz
Name: _____________

Grade:

/10

Date: ______________
Class: ______________

1. How many points are rewarded to the offense for a double-leg

takedown? (2 pts.)
2 Points
2. True/False (Circle one) (2 pts.)
A full-nelson is a widely used move in wrestling if you want to pin
your opponent.
False
3. True/False (Circle one) (2 pts.)
You are allowed to kick or punch your opponent in order to gain an
advantage.
False
4. How long are and how many periods are there in middle school
wrestling? (2 pts.)
3 Periods (2 min. 2min. 2min.)
5. How many weight classes are there in middle school wrestling? (2 pts.)
10 weight classes
BONUS (2 pts): List all the weight classes for middle school wrestling.
86-92. 101. 110. 119. 128. 139. 152. 167. 187. 187 and up.
39

Wrestling: Leadership in Class

Leadership Assessment
Authentic Assessment
Affective Objective
By the end of the unit students will be able to identify
different leadership techniques during gameplay at
least 3 times.
o NASPE 5, 6
o MACF 2.14, 2.15, 7.7
Equipment
1 assessment sheet
1 pencil
Reference:
Bass, B. (2012, September 24). Organizational Dynamics. Retrieved February
27,
2013, from Concepts of Leadership website:
http://www.nwlink.com/~donclark/
leader/leadcon.html

40

Leadership Assessment
Name: __________
Date: ___________
Period: ___________
The goal of this assignment is to demonstrate leadership
skills throughout the class. Throughout gameplay you and your
partner will write down any leadership skill that is displayed in the
class. The leadership skill can be performed by anyone in the
class.
Leadership Skill and students name:

Bonus (3 pts per student): Write down at least 3

leadership skills that you performed and 3 that your
partner performed.

41

Bibliography

Grade: _/8

Alabama Department of Education. (2006). Retrieved February 27, 2013,

from
Archery Unit website:
http://www.outdooralabama.com/education/archery/
Alabama%20Archery%20Unit%20Grades%206-8.pdf
Basic Skills - Receiving, Passing and Shooting. (2013). Retrieved February
27,
2013, from National Soccer Coaches Association of America website:
http://www.nscaa.com/education/resources/fundamentals/
basic-skills-receiving-passing-shooting
Bass, B. (2012, September 24). Organizational Dynamics. Retrieved February
27,
2013, from Concepts of Leadership website:
http://www.nwlink.com/~donclark/
leader/leadcon.html
Cricket America. (2010, April 10). Retrieved February 27, 2013, from Cricket
America website: http://www.cricketamerica.com/page2.html
Ferolino, M. (n.d.). Physical Education Website. Retrieved February 27, 2013,
from Tennis website: http://satchmo.pausd.org/~mferolino/rules.html
Hamel, G. (n.d.). How to a Double Leg Takedown in Wrestling. Retrieved
February
27, 2013, from eHow website: http://www.ehow.com/
how_4524190_a-double-leg-takedown-wrestling.html
How to Build Team Spirit. (n.d.). Retrieved February 27, 2013, from Cultivate
Life website: http://www.trans4mind.com/cultivate-life-magazine/issue046/
Management.html

42

Ledenka, T. (n.d.). Cricket. Retrieved February 27, 2013, from Cricket

website:
http://www.cwu.edu/~jefferis/unitplans/cricket/index.html
PE Central's Photo Slideshows: Skill Performance Tips/Cues. (2007).
Retrieved
February 27, 2013, from Tennis Forehand and Backhand website:
http://www.pecentral.org/mediacenter/photoindex_cues2.html
Reif, G. (2003, May 13). PE Central. Retrieved February 27, 2013, from
Archery
Cues website: http://www.pecentral.org/lessonideas/cues/ViewCues.asp?
ID=3
Welker, B. (n.d.). Overview of Wrestling Rules. Retrieved February 27, 2013,
from West Virginia Wrestling website:
http://www.wvmat.com/overview.htm

43