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Dillon Chichester

Keep the commentary to a maximum of 8 single-spaced pages. Use Arial

11-point type with 1 margins on all sides. Include a copy of all
assessments along with directions provided to students.

Due - Wednesday, December 7, 2016

Analysis of Student Learning (Rubric 11)

a. Identify the specific standards/objectives from the learning segment measured by
the assessment chosen for analysis.

Psychomotor- I picked National Standard 1 as well as NYS 1A. The students will be
able to perform a task competency in a variety of motor skills and movement
patterns. The objective for this task was, while practicing with a partner student
will be able to pass the ball to their partners chest 80% of the time and
student will be able to demo how to pass a basketball from their chest
against a wall at the control level with correct form.

Affective- I picked National Standard 4 as well as NYS 2B. The students will be able to
apply knowledge that they have learned with different concepts to achieve the task.
Students will also be able to identify safety concerns about the task that was given.
The objective for this task was, throughout the lesson, students will show caring
and respect for peers by shouting BALL to make aware of stray balls every
time they see it and students will be able to answer a question about their
responsibility when playing.

Cognitive- I picked National Standard 2 as well as NYS 1A. The students will
be able to describe as well as identify the different passes in wheel-chair
basketball. The objective for this task was, with a partner at the end of the
lesson, SWABAT correctly DESCRIBE the different passes in wheel-chair
basketball and on an exit sheet at the end of the lesson student will IDENTIFY
the cues for passing a basketball as well as when using a certain pass is

b. Provide the evaluation criteria (i.e. checklist, rating scale, rubric) you are using to analyze
student learning.
How well do you think you handled safety amongst yourself and others? (Circle one)

Not well Somewhat well Very well

Give an example of how you helped and encouraged others during the activities.
c. Provide a graphic (table or chart) or narrative summary of student learning for your whole
class. Be sure to summarize student learning for all evaluation criteria described above

Results for Pre/Post Test

1 2 3 4 5 6 7 8
Pre-Test Post-Test

After looking at the data it shows that the student learning has increased from the
beginning of classes to the end of classes, this is shown by the graph above. The graph
above includes data scores based on the Pre-test as well as the post-test that was handed
out in class. The questions stayed the same for both tests, which shows that the knowledge
of the students increased, which indicates that student learning has happened.

documented student data.

d. Analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to competencies targeted in the learning segment in the
psychomotor, cognitive, and affective learning domains related to the chosen movement
pattern or movement concept. (Consider what students understand and do well, and where
they continue to struggle. You could discuss strengths, weaknesses, common errors,
confusions, need for greater challenge.) Your instructor will provide you with simulated post-
assessment data.
Results for Pre/Post Test

1 2 3 4 5 6 7 8
Pre-Test Post-Test

The graph above is based on the cognitive knowledge of the students, when taking a pre-
test as well as a post-test. Every student increased their numbers and some reached the
goal of a 100 on the test. When looking at this graph you can see the increase of
performance from those who took the tests as well as the test as a whole for a group.
Student 5 increased from getting 2 correct to getting 7 correct and it is all out of 7
questions. This shows a significant increase from a 27 percent to a 100 percent from the
pre-test to the post-test.

Psychomotor Assessment

Pre Assessment
Post Assessment

The graph above shows the Psychomotor assessment. This assessment is something that we
the teachers had to score based on the performance of the individuals in the class. From
looking at the data student 6 scored a 1 and increased their performance to a 3/3, some of
the students weaknesses was passing as well as having power with the wheel-chair. From
the scoring, the student improved on all levels and was at a proficient level.

Fitness Assessment

Pre Fitness
Post Fitness

From looking at the data above the fitness increased from the pre-fitness to the post-fitness.
In the pre-fitness there was a set goal of 70 and for the post-test we wanted that to be
increased to around 80. Mostly everyone was able to meet these goals. The students as a
whole participated and increased their heart rates by themselves, by deciding how much
they wanted to participate.

e. Use evidence found in the two focus student video clips to support the analysis. If the
video is of a group, clearly indicate which individual performance(s) you are citing (e.g.,
position, physical description).
When looking at the videos it is supported through the graphs that we were able to
increase performance for both the unskilled learner as well as the high level learner.
We were able to increase their test scores by giving them more knowledge about
wheel-chair basketball as well as challenging them to push themselves to be better
at the sport. We gave them support and sometimes that is what the performers
need to improve.

2. Refer to feedback provided to the two focus students to support your explanations. For
example, the feedback may be:

We were able to include feedback to the two focused students by talking with them about what they have
been doing in the class, as well as letting them see what they have been doing on video. We have also
talked with the parents about the performances, to make sure that we are all on the right track. For the
low skilled learner, she was able to see what she was doing wrong and was able to correct the error from
watching the teacher give different explanations of how to perform the given task. For the high skilled
learner, it was more of motivation, by saying you can do it it is important to hear that you have support
and this was given to both focused students.

3. In this task you must provide evidence of students understanding and use of the targeted
academic language function. Your evidence will come from video clip(s) submitted. If this
includes the use of an artifact (e.g. task card, peer assessment) make reference to the lesson plan
where the artifact is included. (Rubric 14) Refer to examples from the clip(s) and/or student video
work samples:

The students were able to use academic language such as form, push, and use of hands. For form this
went into shooting as well as passing, some people might have different form, so we look at the outcome
to see what went wrong or maybe the opposite, what went right. For push this is more towards the power
of the pass for the students, when they are passing the basketball to their teammates or trying to go for a
lay-up. Using the hands is important to understand for wheel-chair basketball, we have to make sure that
people are able to push themselves while trying to make passes as well as shoot the ball. Using the
academic language makes it so the students will understand one another, as well as getting a better
knowledge of the game.

4. Based on your analysis of student learning presented in prompts 1c-e, describe the next steps
for instruction for (Rubric 15):

i. The whole class

The next step for the whole class would be to challenge everyone in the class to increase their
performance through practice. If they can continue to do some of the activities that we did in class, this
will allow them to have an increase of knowledge for the sport. The whole class also has to go through
steps of preparing for the next lesson that they will be performing. It is required that in high school you
should have 250 minutes of physical activity, to stay even healthier it is recommended to have more, so
the next step could be to identify what you want with yourself and pursue what you want to happen.
Someone might have a goal of exercising for 300 minutes and they would go home and exercise for the
amount of time that is needed to reach that goal.

ii. The two focus students and other individuals with specific needs

For students with special needs, maintaining a healthy balance of structure and
unstructured processes is important. Students should have set goals and try to push
for those goals through motivation from their teachers. It is important for the
students that are behind to fit in, so as a teacher you can modify equipment for
them to be able to participate. For those who are advanced it is also important for
them to motivated to continue with the success that they have been having .

b. Explain how these next steps follow from your analysis of students learning. Support your explanation
with principles from research and/or theory.

The next two steps from my analysis of student learning is supported through the data charts that I
already posted. As we continued to the post-test the students had more motivation and more experience
with the skill and this allowed them to score higher on everything. What I came up with for both the group
as well as the two focus people is to give them more motivation, with the motivation it will allow them to
push towards goals that they would set to increase their knowledge. I believe that with motivation you will
have a higher chance of succeeding. Success is not defined by the point you got to, it is defined by how
you got to that point. You get to a point by someone pushing you and at some point in life someone told
you that you could do it. This made it so you believed in yourself. That is how we want our students to