Assessment Plan

Assessment Plan
Topic: Striking
Teacher Names: Brady Barker and Evan McDermott
I. Formative Assessments (Design 3 formative assessments that students participate in

throughout the unit/program that are linked with learning activities. These formative assessments should
provide students with feedback about their progress toward the culminating assessment and program
goals. This must include a pre-post psychomotor assessment.)
a. Psychomotor Pre/Post Assessment (Note: The post-assessment may be administered on its own or
embedded into the summative assessment, however, no matter the context, it must be identical to the pre-
assessment for it to be valid. Please indicate below if the post-assessment will take place on its own or in
the summative assessment).
1. National Standards: Standard 1 - The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
2. National Grade Level Outcome(s): S1.E26.4 - Combines traveling with the manipulative skills of
dribbling, throwing, catching, and striking in teacher and/or student-designed small-sided
practice-task environments
3. Colorado Standards: Standard 1 - Movement Competence and Understanding - Identify the
major characteristics of mature locomotor, non-locomotor, manipulative, and rhythmic skills
a. S1.1.b Throw, catch, and kick to self or a partner (DOK 1-2)
4. District Standards: “Our Physical Education/Health program aligns directly with the Colorado
Department of Education state standards in this area” (Academic Achievement, n.d.).
5. Unit/lesson objectives
a. Unit Objective: By the end of the unit, ESWBAT rally by themselves or within a group
of people outside the classroom.
b. Lesson Objectives:
i. Lesson 1: ESWBAT accurately perform a variety of individual and partner
throwing and catching activities during the lesson focus.
ii. Lesson 5: ESWBAT strike a ball rebounding from the wall by moving into a
position that allows the student to strike the ball with a forehand or backhand
stroke during the lesson focus.
6. Overview/Description of the Assessment Task (Activity in which the assessment is set):
a. The Psychomotor pre/post assessment will take place during students’ time to explore
with a lollipop paddle and a foam ball. Students will be encouraged to strike the ball
against the wall.
7. Context of Administration of Assessment (When, where, and how is it implemented in the
lesson):
a. The Psychomotor pre-assessment will take place during the first lesson of the unit. The
Psychomotor post-assessment will take place on its own, during Lesson 5. The pre/post-
assessments will take place on one half of the Jackson Elementary gym following the
fitness activity. Students will not be told that they are being assessed, allowing students to
perform the task without pressure to perform. Although it will be considered “explore”
time, students will be encouraged to participate in the skill that is being assessed.
8. How does this assess the psychomotor domain?
a. This assesses the psychomotor domain because assessment will be based on the
components of striking that constitute a mature striking pattern. The assessment will be
seeking the find out which components of a mature striking pattern that students are able
to exhibit without practice or instruction.
9. Assessment tool administration and scoring directions (explain so a substitute teacher could do
it): The assessment tool will be a rubric and a checklist with students names that will include the
five primary cues to be taught during the course of the unit. This rubric will include a detailed
breakdown of each cue. The students will be instructed to explore using the paddles and a ball
when striking against the wall. While students are exploring when striking against the wall, the
teacher will be performing the pre-psychomotor assessment. Teacher(s) will be observing each
student and based off of the rubric assessing their performance using the student checklist which
will provide data for the students starting point prior to the beginning of instruction.
10. Rubric/Assessment Tool:
B. Cognitive pre/post-assessment
1. National Standards: Standard 2 - The physically literate individual applies knowledge of
concepts, principles,strategies and tactics related to movement and performance.
2. National Grade Level Outcome(s): S2.E3.4b: Applies the concepts of direction and force when
striking an object with a short-handled implement, sending it toward a designated target.
3. Colorado Standards: S1.1.g - Recognize and demonstrate agility, balance, coordination, power,
speed, and reaction time in a variety of physical activities (DOK 1- 2)
a. Unit Objective: By the end of the unit, ESWBAT to utilize the concept of open space by
striking the ball into areas unoccupied by opponents.
b. Lesson Objectives
i. Lesson 1: ESWBAT accurately recite the cues to a proper grip of the paddle
when striking during the lesson closure.
ii. Lesson 5: ESWBAT utilize the concept of open space by striking the ball
alternately to the left and right of their partner during the lesson focus.
a. This assessment will take place during the Walk and Talk instant activities of lessons one
and five. The assessment will be a Plicker assessment where students hold their plicker so
that the letter of their selected answer is at the top of the sheet when the teacher scans the
students’ plicker with their smartphone. Specifically, this question will take place on the
second lap of the Walk and Talk.
lesson):
a. The cognitive pre-assessment will take place during the first lesson of the unit. The
cognitive post-assessment will take place during the 5th lesson of the unit. The
assessment will be embedded into the lesson during the instant activity. Students will be
answering plicker questions as they walk around the outside of the gym, talking with a
partner about games they can think of that involve striking during the first lesson, and
talking about the most challenging aspects of striking during the fifth lesson. Students
will be aware that they are being assessed. Students will be instructed to answer to the
best of their ability on the pre-assessment because we haven’t learned any of the answers
yet and students will be instructed to answer the question on their own based on the
learning they have participated in throughout the unit on the post-assessment.
8. How does this assess the cognitive domain?
a. This assesses the cognitive domain because the question pertains to the student’s
knowledge of the concept of open space and how they would use open space in a
dynamic situation. Furthermore, this assessment could be considered an assessment of the
student’s knowledge of the tactics of net/wall games and tactics fall squarely within the
cognitive domain.
it): The cognitive pre-assessment will be conducted using the assessment tool of Plickers. The
Plickers will be in response to questions written on the board. Students will perform a walk and
talk as their instant activity. Students will be instructed that for each lap they will be given the
opportunity to reflect and think about each question and as they walk past the teacher they will
hold up the plicker with their chosen answer. The teacher will collect the information needed
using their mobile device which will automatically record the data. Students will then pass by the
board and read the next question and repeat the process.
C. Affective pre/post-assessment
1. National Standards: Standard 5: The physically literate individual recognizes the value of
physical activity for health, enjoyment, challenge, and self-expression and/or social interaction.
2. National Grade Level Outcome(s): S5.E3.4: Ranks the enjoyment of participating in different
physical activities.
3. Colorado Standards: Standard 3: Emotional and Social Wellness - There are no expectations at
this grade level in this standard.
a. Unit Objectives
i. By the end of the unit, ESWBAT engage actively in striking games for
enjoyment while participating safely and responsibly with self and peers.
b. Lesson objectives
i. Lesson 1: ESWBAT move safely with my paddle during individual and group
tasks during the lesson focus by checking their surroundings before striking.
ii. Lesson 5: ESWBAT determine their enjoyment of striking activities using a 1-3
scale during the instant activity.
a. This assessment will take place during the Walk and Talk instant activities of lessons one
and five. The assessment will be a Plicker assessment where students hold their plicker so
that the letter of their selected answer is at the top of the sheet when the teacher scans the
students’ plicker with their smartphone. Specifically, this question will take place on the
third lap of the Walk and Talk.
lesson):
a. The affective pre-assessment will take place during the first lesson of the unit. The
affective post-assessment will take place during the 5th lesson of the unit. The assessment
will be embedded into the lesson during the instant activity. Students will be answering
plicker questions as they walk around the outside of the gym, talking with a partner about
games they can think of that involve striking during the first lesson, and talking about the
most challenging aspects of striking during the fifth lesson. Students will be aware that
they are being assessed. Students will be instructed to answer to the best of their ability
on the pre-assessment because we haven’t learned any of the answers yet, and will
answer the question on their own based on the learning they have participated in
throughout the unit during the post-assessment.
8. How does this assess the affective domain?
a. This assesses the affective domain because the question pertains to students’ enjoyment
of different physical activities. Additionally, it also assess how much the student values
striking activities because students determine if they would, would not, or might play
different striking activities outside of class, both which fall squarely in the affective
domain.
it): The affective pre-assessment will be done using the same system as the cognitive pre-
assessment with the use of Plickers and will be integrated simultaneously. The Plickers will be in
response to questions written on the board. Students will perform a walk and talk as their instant
activity. Students will be instructed that for each lap they will be given the opportunity to reflect
and think about each question and as they walk past the teacher they will hold up the plicker with
their chosen answer. The teacher will collect the information needed using their mobile device
which will automatically record the data. Students will then pass by the board and read the next
question and repeat the process.
d. Cognitive Formative Assessment

concepts, principles,strategies and tactics related to movement and performance.
3. Colorado Standards: Standard 1 - Movement Competence and Understanding
a. 1.1.L: Distinguish and describe the similarities and differences of manipulative skills
such as punting and kicking, and overhand and underhand (DOK 1-3)
a. Unit Objectives: By the end of the unit, ESWBAT utilize the concept of open space by
striking the ball underhand with appropriate force into areas unoccupied by opponents.
b. Lesson objectives: ESWBAT describe the sequence of an underhand serve to my peers
and/or teacher.
a. This assessment will be conducted as an exit slip before the lesson closure.. Students will
write a sentence based on the prompt, “How would you tell someone at your house how
to serve the ball underhand?”
lesson):
a. This assessment will take place during Lesson #2 following the lesson focus and before
the lesson closure. Students will have time dedicated to completing this assessment.
Students will be in their own self space, away from other students.
a. This assesses the cognitive domain because it is asking students to describe the cues used
to perform an underhand strike in a non-dynamic situation. An advanced answer may also
include content related to the tactic of utilizing open space by striking the ball in such a
way that the opponent cannot return the serve. Both the cues used in underhand striking
and the tactics involved in net/wall games pertain to the cognitive domain.
it): The first formative cognitive assessment will be conducted in the form of an exit slip. The exit
slip will require the use of a key which will have the major points that would need to be included
on the exit slip. This assessment will be given during the closure portion of the second lesson in
the unit. The lesson will have taught the proper grip and cues for striking a ball in the context of
an underhand serve using a paddle of any sort. Students on the exit slip will be asked the
question, “If you had to explain to your parents the proper cues and technique needed to
underhand serve, what would you say?” Students will be given the time to complete the exit slip
to the best of their abilities. Prior to lining up they will hand their exit slip to the teacher.
e. Cognitive Formative Assessment
concepts, principles, strategies and tactics related to movement and performance.
3. Colorado Standards: Standard 1 - Movement Competence and Understanding
a. 1.1.G: Recognize and demonstrate agility, balance, coordination, power, speed, and
reaction time in a variety of physical activities (DOK 1-2)
a. Unit objective: By the end of the unit, ESWBAT utilize the concept of open space by
striking the ball underhand with appropriate force into areas unoccupied by opponents.
b. Lesson objective: ESWBAT purposefully direct a ball to high and low targets using
appropriate force for the distance from the target during the lesson focus.
a. This assessment will be conducted as an exit slip following the lesson focus and before
the lesson closure. Students will complete the assessment by circling the appropriate
paddle angle to direct the ball to a high or low target and write down what type of force
they would use to strike the ball to a high or low target.
lesson):
a. This assessment will be conducted during lesson #4 of the unit. The assessment will take
place following the lesson focus and before the lesson closure. Students will have time
dedicated to completing this assessment. Students will be in their own self space away
from other students.
a. This assessment assesses the cognitive domain because it asks questions pertaining to the
force (strong, medium, light) and direction (up, down, straight forward) with which a
student would strike a ball to send it to targets in different locations.
it): The second formative cognitive assessment will be conducted in the form of an exit slip. The
exit slip will require the use of a key which will have the answers that would need to be included
on the exit slip. This assessment will be given during the closure portion of the fourth lesson in
the unit. The lesson will have taught the different planes of the paddle and discussed force in its
relation to striking for various distances. Students on the exit slip will be asked to circle the
paddle with the proper angle in relation to the target and the force needed to be successful.
Students will be given the time to complete the exit slip to the best of their abilities. Prior to
lining up they will hand their exit slip to the teacher.
f. Affective Formative Assessment
1. National Standards: Standard 4 - The physically literate individual exhibits responsible personal
and social behavior that respects self and others.
2. National Grade Level Outcome(s): S4.E1.4: Exhibits responsible behavior in independent and
group situations.
3. Colorado Standards: 4.1.E: List the benefits of following and risks of not following safety
procedures and rules associated with physical activity (DOK 1-3).
5. Unit/lesson objectives:
In regards to the unit objective: by the end of the unit every students will be able to engage
actively in striking games for enjoyment while participating safely and responsibly with self and peers.
In regards to the lesson objective: by the end of the lesson every student will be able to exhibit
responsible behavior by checking their surroundings before striking throughout the lesson.
6. Overview/Description of the Assessment Task (Activity in which the assessment is set): The
assessment will be given in the form of an exit slip. Students throughout the lesson will be reminded
repeatedly of the importance of being safe and responsible when using the paddles. Students will be
instructed to only use paddles in self-space. Every time they are given the opportunity to practice,
students must check their surroundings and only when they have their own space and the area has been
cleared of others are they allowed to begin practice. The teacher will have a student demonstrate what it
looks like and sounds like to check their surroundings. This way all students can hear and see a correct
example before implementing this into the rest of their daily activities.
7. Context of Administration of Assessment (When, where, and how is it implemented in the lesson):
This exit slip will be given in the lesson closure before students line up. They will be instructed to grab a
pencil from the pencil box and a sheet of paper. Then they will find self-space and fill out the exit slip.
When the students are finished with their exit slip they will be instructed to put their exit slip face down
next to the pencil box and gently set their pencil in the box and line up quietly as they wait for their peers
to finish.
8. How does this assess the affective domain? This specific assessment assesses the affective domain
by students being able to demonstrate their knowledge of responsible and personal and social behavior
with its relation to striking with a short handled implement. This assessment also allows for students to
demonstrate how they value personal safety and behavior.
9. Assessment tool administration and scoring directions (explain so a substitute teacher could do it):
The formative affective assessment will be conducted in the form of an exit slip. The exit slip will require
the use of a key which will have the answers that would need to be included on the exit slip. This
assessment will be given during the closure portion of the third lesson in the unit. The students will have
been exposed to safety and checking open spaces since lesson one, prior to ever picking up a paddle as
safety is paramount. It is not until the third lesson where these students will be then be assessed on their
knowledge of safe and responsible behavior with their paddle. Students on the exit slip will be asked to
circle stick figures that are a safe distance from one another to be safe and responsible. Students will be
given the time to complete the exit slip to the best of their abilities. Prior to lining up they will hand their
exit slip to the teacher.
II. Summative Assessment (Design a summative or culminating assessment performance or
product that engages students and demonstrates their ability to apply knowledge and skills in a setting that
is realistic to the activity and to the achievement of the unit standards and goals.
1. National Standards:
a. Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns
b. Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
c. Standard 3: The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
d. Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
e. Standard 5: The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, and self-expression and/or social interaction.
2. National Grade Level Outcome(s):
a. S1.E24.4a: Strikes an object with a short-handled implement while demonstrating a
mature pattern.
b. S1.E26.4: Combines traveling with the manipulative skills of dribbling, throwing,
catching, and striking in teacher and/or student-designed small-sided practice-task
environments.
c. S2.E3.4b: Applies the concepts of direction and force when striking an object with a
short-handled implement, sending it toward a designated target.
d. S3.E2.4: Engages actively in the activities of physical education class, both teacher-
directed and independent.
e. S4.E1.4: Exhibits responsible behavior in independent group situations.
f. S4.E3.4: Listens respectfully to corrective feedback from others (e.g., peers, adults).
g. S4.E5.4: Exhibits etiquette and adherence to rules in a variety of physical activities
h. S5.E3.4: Ranks the enjoyment of participating in different physical activities.
3. Colorado Standards:
a. Standard 1 - Movement Competence and Understanding
i. 1.1.G: Recognize and demonstrate agility, balance, coordination, power, speed,
and reaction time in a variety of physical activities (DOK 1-2)
ii. 1.1.L: Distinguish and describe the similarities and differences of manipulative
skills such as punting and kicking, and overhand and underhand (DOK 1-3)
iii. 1.2.A: Use peer assessment tools to recognize and evaluate the critical elements
of movement in a variety of movement activities (DOK 1-3)
b. Standard 2 - Physical and Personal Wellness
i. 2.1.A: Explain the principles of physical fitness: Overload, progression,
specificity, frequency, intensity, time, and type (F.I.T.T.) (DOK 1-3)
ii. 2.1.C Demonstrate an exercise that positively impacts each component of health-
related physical activity (DOK 1-4)
iii. 2.3.A: Explain how the five health-related fitness components (body
composition, cardiovascular endurance, flexibility, muscular endurance,
flexibility, muscular endurance, and muscular strength) affect ability to
participate normally in everyday activities (DOK 1-3)
c. Standard 4 - Prevention and Risk Management
i. 4.1.C: Identify appropriate footwear and clothing for safe participation in various
activities (DOK 1).
ii. 4.1.E: List the benefits of following and risks of not following safety procedures
and rules associated with physical activity (DOK 1-3).
4. District Standards:“Our Physical Education/Health program aligns directly with the Colorado
5. Unit/lesson objectives:
a. Unit objectives
i. Affective: By the end of the unit, students will be able to engage actively in
striking games for enjoyment while participating safely and responsibly with self
and peers
ii. Cognitive: By the end of the unit, students will be able to understand and identify
sports and activities that involve striking skills and to utilize the concept of open
space by striking the ball underhand with appropriate force into areas unoccupied
by opponents
iii. Psychomotor: By the end of the unit, students will be able to rally by themselves
or within a group of people outside the classroom whether it be at a park or in the
students neighborhood.
b. Lesson objectives
i. Psychomotor: ESWBAT position their feet for a forehand or backhand stroke to
strike a ball returned by the partner using a mature pattern during the lesson
focus.
ii. Cognitive: ESWBAT utilize the concept of open space by striking the ball
alternately to the left and right of their partner during the lesson focus.
iii. Affective: ESWBAT exhibit etiquette by not striking a ball that is in the vicinity
of a peer during the lesson focus.
Assessment tasks will take place in different stations set up throughout the gym. Students will be
in groups of 4. At Station 1, students will be striking upwards using their choice of object in a
group, attempting to see how many strikes they can keep the ball in the air for. At Station 2,
students will be striking the ball against the wall attempting to see how many consecutive strikes
they can get against the wall without the ball bouncing twice. Station 3 will be a skee-ball type
striking activity where students can earn points by striking the ball with varying amounts of force
in the attempt to get the ball into target zones worth different amounts of points.
lesson): This assessment will take place throughout lesson 6. Stations will be spread out in three
different areas of the half of the gym we are occupying. The assessment will be ongoing
throughout the whole lesson as students rotate through the stations.
8. Which domains does this assessment cover (should be all three): Cognitive, Affective,
Psychomotor.
9. How does this assess the domains above?
a. The assessment assesses the above domains in the following ways. Station 1 will be an
affective teacher assessment where the teacher is evaluating students’ ability to
participate safely with their equipment in the group setting. The teacher will be tallying
the number of “safe” and “unsafe” strikes performed by each student. Unsafe strikes will
subtract from the total number of safe strikes. Certain amounts of total safe strikes will
qualify students for different levels of achievement. Station 2 will be a psychomotor peer
assessment where one peer watches the other strike the ball against the wall, observing
the student for the cues that have been taught and practiced throughout the unit. Station 3
will be a cognitive assessment, evaluating the students’ ability to apply appropriate
amounts of force to strike the ball to the designated target.
10. Assessment tool administration and scoring directions (explain so a substitute teacher could do it)
a. Station 1
i. The teacher will be actively monitoring students at station 1. The teacher will be
observing students for safe and unsafe strikes based on the rubric provided. The teacher will put a
tally in the “safe strike” column for that student if the student performs a safe strike based on
rubric criteria. The teacher will put a tally in the “unsafe strike” column if the student performs an
unsafe strike based on rubric criteria. After class time, the teacher will subtract the number of
unsafe strikes from the number of safe strikes to determine the student’s final score. 3 or less safe
strikes = emerging, 4-5 safe strikes = proficient, 6+ safe strikes (or no unsafe strikes) = advanced.
b. Station 3
i. The teacher will be walking around and facilitating at a variety of stations. Students as
this station will be giving one another a peer assessment as students practice the proper cues and
technique when striking. In this controlled task, students will be practicing striking to a wall
while one of their peers observes them and assess them based off of the assessment sheet. The
students will be given instructions to watch their partner perform and identify what cues
specifically that their partner is performing properly and what cues their partner may still be
struggling to accomplish.
c. Station 2
i. This station will be run in partner pairs with one student for each task. The students will
be demonstrating their skill applying their knowledge of force to a ball using a game that is
similar to skee ball. The object will be to be able to hit the ball in each of the rings with their
partner. Each set of rings will have a designated point value and students will be demonstrating
that they can hit targets with accuracy at a variety of different distances. Striking to all of the
targets will have certain point value associated with the various distances that will be broken with
a rubric and assess the student performance.

References
Academic Achievement. (n.d.). Retrieved March 26, 2018, from
https://www.greeleyschools.org/Page/2710

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Assessment Plan

I. Formative Assessments (Design 3 formative assessments that students participate in

d. Cognitive Formative Assessment

11. Rubric/Assessment Tool:

Academic Achievement. (n.d.). Retrieved March 26, 2018, from

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