1

Jenna McDonald, Zachary Rozales, Courtney Novick

Dr. MacDonald

Football

Grade 6

Fall 2018

Danville Middle School

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Table of Contents
Part 1: Standards and Learning Goals
page 3

Learning Goal 1 (Courtney Novick)

Learning Goal 2 (Courtney Novick, Jenna McDonald)

Learning Goal 3 (Jenna McDonald)

Learning Goal 4 (Zach Rozales)

Part 2: Assessment of Student Learning

pages 4-9

Part 3: Block Plan

pages 9-11

Part 4: Analysis of Results

pages 12-18

Part 5: Grading
pages 18-19
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Part 1: Standards and Learning Goals

Goal Standards Assessment Tool Domain

Learning goal 1: Students will

Psychomotor-
successfully throw and catch a NYS Std:1 Peer assessment
football 7 out of 10 times with proper SHAPE Std:1a Checklist skill
form.
Psychomotor-
Learning goal 2: Students will reach a
NYS Std: 1b fitness &
step-count of at least 500 steps to Pedometer
SHAPE Std: 3 physical activity
increase cardiovascular fitness.
Learning goal 3: Students will be able
to answer at least 5 out of 7 questions
NYS Std: 2b Exit slip/written Cognitive
correct regarding cues and/or
SHAPE Std: 2 test
common knowledge regarding
football.
Learning goal 4: Demonstrate
NYS Std: 2a Teacher Affective
responsible personal and social
SHAPE Std: 4 Observation
behavior
 Assessment Plan Overview

Learning
Assessment Format Accommodations
4
Goals

Formal: The assessment was done using a check list done by peer Change the ball
observation. Students were in groups of 3. One student would be throwing being used
the football, another would be catching, and the last student would have been (smaller ball,
foam ball) or the
assessing using a check list provided by the teacher. This will continue until
distance between
every student performed both skills and was assessed using the check lists. each person as
Their score was based off their performance. They were given a score from they throw and
1-5 with 5 being the highest score possible. The check list used looked like catch.
this

Pre-Test

LG 1 (skill):
Throwing/
Catching
These were all skills that would be taught throughout the lesson and are in
line with the shape America national standards.

Teacher observation of students performing these skills. While running routes If a student was
(like throwing a 10-yard button hook) we would assess skill and provide unable to
immediate feedback. Running routes calls for student involvement in throwing participate during
and catching, therefore this is a great time to check for improvement or class, they were
refinement of skills. We also, at random, asked students to show us a cue of the asked to recall the
Formative
throwing or catching motion. cues at random
times during the
class.

We used the same test and method of collecting data as our pre-test to make our Change the ball
results reliable. The goal for the post test was to measure the improvement of being used
our students. Students were expected to present no less than 4 of the critical (smaller or foam
Post-Test elements for each skill. Once the data is collected, we organized it and made a ball) or the
graph to see how our students improved from the pretest to the post test. Our distance between
results were encouraging with zero students regressing and most of them each person.
improving.
We used pedometers throughout the class and then wrote down how many steps -If a student is not
LG 2 (fitness): were taken on the exit slip at the end of class. able to
Pre-Test
500 steps participate, they
The purpose for this was to see
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how active students were during class. High step count leads to higher heart will walk around
rate and, in turn, increased cardiovascular fitness. Their goal was 500 steps. the gym.
-If no pedometer,
use health app on
phone.
Students will rotate positions during drills and game-play which will allow If a student is not
them to run routes, ultimately increasing their step count. Students will self- able to
Formative check their step count. participate, they
will walk around
the gym.
We used pedometers throughout the class and then wrote down how many steps If a student is not
were taken on the exit slip at the end of class. This data was compared to the able to
Post-Test data from the pretest. The goal remained 500 steps. participate, they
will walk around
the gym.
During the lesson closure, students were to answer 7 true/false questions about If students miss
football skills/knowledge on an exit slip. These slips were laid out for the class, they will
students to sit in front of and complete: take this quiz at
the beginning of
next class.

Pre-Test

LG 3
(cognitive):
Cues/ Rules
about Football
Throughout the lesson, students will be asked to recall/demonstrate the cues of If a student is
throwing/ catching as well as the rules of football and game play knowledge. unable to
We also had students fill out this form to help us gain knowledge of what our participate, they
students know/ need to work on. will walk around
the gymnasium
and ask students
questions that are
Formative related to what is
being taught in
class.
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The purpose of this assignment was to test the cognitive aspect of our lesson by
making sure the students retained and understood the information being taught
in class. It also helps improve our future lessons by giving us feedback on what
students liked as well as what we need to spend more time on moving forward
During the lesson closure, students were to answer 7 true/false questions about If students were
football skills/knowledge on an exit slip. Students were expected to answer not in class, they
5 out of 7 questions correct. The slips were set up for each student to sit would take the
Post-Test
near and complete. The results were then compared to the pretest results. quiz at the
beginning of next
class.
Students were asked on their exit slip how they felt like they worked together. If students felt
The exact questions were: like they did not
“Do you feel as though you exemplified cooperation and have enough time
teamwork with your classmates today? How so? How do you think with each other to
the class exemplified teamwork and respect? “ answer this
Pre-Test question they
could say what
their expectations
were of their
teammates going
into the unit.
LG 4 Throughout the lesson the teachers observed and tried to encouraged students If needed students
(affective): to be respectful, good teammates and to help others. We also looked for how could be
Respect/ Formative well students followed directions. separated or sat
Sportsmanship out if they did not
behave
Students were asked on their exit slip how they felt like they worked together. If they did not
The students had more time together which would allow them to answer the have enough time
question better and more detailed than they did on the pretest. to answer the
question at the
end of class, they
Post-Test
would be allowed
to take it home
and bring their
answer to the next
class.

Part 2: Assessment of Student Learning

Learning Goal 1: Skill

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For pre-assessment, students were given a checklist with 5 critical elements of catching and 5
critical elements of throwing in football. These checklists, along with pencils, were set up in a
hula hoop at the start of class. After receiving direction from the instructors, students grabbed a
checklist and pencil form the designated hula hoop. Students were instructed to get in groups of
three and perform a peer assessment. One student would be throwing the football, another would
be catching, and the last student would be assessing using the check list provided by the teacher.
The student assessing would simply check off all critical elements that they feel their peer
presented while catching and throwing the football. After all group members got assessed by one
another, instructors collected the papers, which would later be compared to the student’s post-
tests. This assessment aligns with learning goal 1 which states, “Students will successfully throw
and catch a football 7 out of 10 times with proper form”. Since we are looking for proper form,
students practicing the critical elements of the skill is crucial.

For formative assessment, teacher observation was used. While running routes (like throwing a
10-yard button hook) instructors would assess skill and provide immediate feedback. This is an
informal way to assess throughout the unit. Running routes calls for student involvement in
throwing and catching, therefore this is a great time to check for improvement or refinement of
skills. We also, at random, asked students to show us a cue of the throwing or catching motion.
There was no written formative exam, only informal approaches and a check for understanding
regarding cues.

For example: “Joe, can you show me one cue specifically that would be performed while
catching the football?”

For post-assessment, students were given the same checklist with 5 critical elements of catching
and 5 critical elements of throwing in football. Again, these checklists, along with pencils, were
set up in a hula hoop at the start of class. Students were instructed to perform the same exact peer
assessment in the same groups of three as during their pre-assessment. One student would be
throwing the football, another would be catching, and the last student would be assessing using
the check list provided by the teacher. The student assessing would simply check off all critical
elements that they feel their peer presented while catching and throwing the football. After all
group members got assessed by one another, instructors collected the papers, which would now
be compared to the student’s pre-tests.

Learning Goal 2: Fitness and Physical Activity

At the start of class, students were given a step count goal of 500 steps. For their pre-assessment,
they were instructed to take out a pedometer, smart watch, or their phone to keep on their person
so they could keep track of their steps throughout the lesson and record their total number of
steps at the end of class. The purpose for this was to see how active students were during class.
High step count leads to higher heart rate and, in turn, increases cardiovascular fitness. This is a
self-check assessment. Students look at and record their own steps on the exit slips provided to
them by the instructors. These exit slips, along with pencils, were set up in a hula hoop at the
start of class. Recording their step count aligns with their learning goal of reaching 500 steps to
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increase overall cardiovascular fitness. The exit slips were collected by the instructors at the end
of class.

For formative assessment, students did self-checks to keep track of their step count. Doing self-
checks allowed them to see if they were close to reaching their goal of 500 steps. These checks
did not have to be recorded, this was just so students knew where they stood, and if they needed
to be more active to get closer to the goal and increase cardiovascular fitness. Students were
instructed to rotate positions to run different routes to ultimately increase their number of steps.
In addition, changing positions assures that not just one student would be throwing the football
the whole time.

For post-assessment, students were given a step count goal of 500 steps. They were again
instructed to take out a pedometer, smart watch, or their phone to keep on their person so they
could keep track of their steps throughout the lesson and record their total number of steps at the
end of class. The purpose for this was to see how active students were during class. Students’
recorded steps on their exit slips, set up in hula hoops at the start of class, would now be
compared to their recorded steps on their pre-assessment to see if they had an increase in
cardiovascular fitness. The exit slips were collected by the instructors at the end of class.

***Students were monitored very closely for all assessments. If a student was using their phone
to keep track of steps, they were not allowed to take out their phone until the end of class or
unless told otherwise to record their steps. Instructors assured the technology was used for the
intended purpose, and that students were not off track.

Learning Goal 3: Cognitive

The pre- assessment of the cognitive domain was assessed by giving the students an exit
slip during the lesson closure. It consisted of 7 true/false type questions that were taught in
previous classes. The exit slip tested the students' knowledge on throwing and catching
techniques/ cues, as well as football general game play knowledge. The students simply had to
circle true or false for each question asked. We laid the exit slips out prior to the students taking
them, so all they had to do was get a pencil out of the pencil box in the hula hoop and sit behind
a paper. In addition to setting the papers out with the exact spacing we wanted, we had the
students all face 1 direction to ensure no cheating was occurring and to help make monitoring the
students more feasible. The students were instructed to bring the exit slips to me when they
finished and to return their spot on the floor quietly while the rest of the class finished. We
would later compare their pre- assessment to their post assessment. This assessment aligns with
learning goal 3 which states “Students will be able to answer at least 5 out of 7 questions
correctly regarding cues and/or common knowledge regarding football.” Since we are testing the
cognitive knowledge of the students, we asked them questions specific to the information we
want them to learn and have taught them to ensure learning has/will occur by the post-
assessment.

The formative assessment was evaluated through teacher observation. Throughout the
lesson, students were asked to explain and demonstrate the cues of throwing and catching, as
well as the major rules/ game play knowledge needed in football. In addition to teacher
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observation, we had the students fill out a form asking them what they have learned in today's
class, things they found interesting in class, and questions they still have. The purpose of this
was to check our student's cognitive knowledge thus far and see what we may need to spend
more time on reviewing.

For example: “Aaron, do you think you know how many points one touchdown is worth?”

The post- assessment for the cognitive domain was again assessed through an exit slip
during the lesson closure at the end of the football unit. We set up the exit slips on the gym floor
well-spaced out for the students to sit behind like we did for their pre- assessment. They had to
get pencils out of the pencil box in the hula hoop and all face 1 direction once again. Once they
were finished with their 7 true/false questions, they were to bring their slips to me and return to
their spot on the floor. The exit slip was the exact same exit slip we gave during the pre-
assessment to observe if learning had occurred throughout the unit. We compared the pre-
assessments to the post- assessments after all the exit slips were collected.

Learning Goal 4: Affective

For the pre-assessment for the affective domain was done by asking them on the exit slip
how they cooperated with their classmates and if they showed demonstrated teamwork. We also
asked them how they felt the class did as well. Since this question was on the same exit slip as
the cognitive part of the exit slip students were spread out and could not read what other students
wrote. The purpose of the question was to gauge how the class felt about working with each
other which an important aspect of the affective domain.

We used teacher observation as our formative assessment. We told our students before
class what we will be looking for at the beginning of class. The students were expected to show
good sportsmanship, help and encourage each other and to be an active participant throughout
the class. As well as teacher observation we would ask our students throughout class how they
felt the class was working together and how they felt about the lesson.

For the post-assessment, we gave the students the same exit slip that was given for the
pre-assessment. We did this to make our results were reliable and it allowed us to compare and
track students' progress from the beginning to the end of the lesson. We had students line up the
same way as the pretest to prevent cheating. When the students finished, they gave the exit slip
to the teacher.

Part 3: Instructional Planning

School Name: Danville Middle School Unit Content: Football

Students: 11

Part 3: Instructional Planning

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Day 1

Warm-up: Have students play catch with a partner standing 5 yards apart. Have them
increase their distance from each other after 30 seconds until they are 10 to 15 yards apart.

Lesson focus: Students will be focusing on throwing

Fitness component: Students will take at least 500 steps throughout the lesson.

Physical activity goal: Students will be able to throw a football at least 10 yards with
accuracy.

Assessment: Using peer assessment, students will be in groups of 3. They will assess each
other on their throwing and catching skills using a check list given to them by the teacher.
This will be done after the warm up.

Day 2

Warm-up: Students will play a game of ultimate frisbee but with a football. They will be
split into two teams. They will be allowed to pass to any way they like to their teammates.

Lesson focus: Students will be focusing on throwing to a moving target.

Fitness component: Students will run routes to work on their cardio vascular endurance.

Physical activity goal: Students will be able to throw a 10-yard button hook and a 15-yard
post.

Assessment: Teacher will observe students.

Day 3

Warm-up: Students will have 2 minutes to throw as many touchdowns as possible. This is
called the 2-minute offense They will be in groups of 3 One quarterback, one receiver and
one defender. After each completion students will rotate positions. Every completion is
considered a touchdown.

Lesson focus: Students will continue to practice throwing to a moving target

Fitness component: Students will run routes.

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Physical activity goal: Students be able to throw a 10 yard out and 7-yard slant.

Assessment: Individual feedback, students will write down how they did once class is
finished.

Day 4

Warm-up: Students will be in groups of 4. There will be one quarterback, 2 wide receiver
and one defender. There will be 8 zones. The quarterback will have 2 seconds to decide who
to throw to.

Lesson focus: Students will be focusing on catching

Fitness component: Students will run routes

Physical activity goal: Students will be able to catch a pass while moving.

Assessment: Students will count how many successful catches their partner has.

Day 5

Warm-up: Students will be running around the gym. There will be 5 footballs handed out
to the class. A student with a football must call out a classmate's name. When the receiver
says the other person's name back the person with the ball with throw the ball to the
receiver.

Lesson focus: Students will continue to work on catching, while moving.

Fitness component: Running routes

Physical activity goal: By the end of the lesson students will be able to catch a football with
a shadow defender on them

Assessment: Teacher observation as well as a formative assessment at the end of class. The
class will be asked what the cues are for throwing and catching. They will also be asked list
some of the rules for football.

Day 6

Warm-up: Students will play monkey in the middle. After 30 seconds students will rotate
positions.
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Lesson focus: Students will continue catching while moving

Fitness component: Running routes

Physical activity goal: Students will be able to catch passes while running routes with
defenders shadowing them.

Assessment: Teacher observation

Day 7

Warm-up: Students will have a catch while running routes.

Lesson focus: Game play

Fitness component: Defending and running routes

Physical activity goal: Students will be able to play both quarterback and receiver during
game play. They will also understand the rules of the game.

Assessment: Teacher Observation

Day 8

Warm-up: Students will be in groups of 6. They will line up behind each cone forming a
square. They will pass to the person on their left. After they pass the ball, they will follow
their pass.

Lesson focus: Game play

Fitness component: Defending and running routes

Physical activity goal: Students will create plays during game play using the routes taught
throughout the lesson.

Assessment: Exit slip in addition to their posttest.

Part 4: Analysis of Results

Data Analysis: Learning Goal 1 (skill)
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Figure 1: Psychomotor catching results

Class average assessment score (catching, pre-test) = 3.45
Class average assessment score (catching, post-test) = 4.27

Figure 2: Psychomotor throwing results

Class average assessment score (throwing, pre-test) = 3.45
Class average assessment score (throwing, post-test) = 4.27

# of critical elements during catching:

Student Pre-Test Post-Test

1 2 3

2 4 5

3 3 4
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4 3 5

5 2 4

6 5 5

7 4 4

8 3 4

9 5 5

10 4 4

11 3 4

For catching, no students regressed. Students 7 and 10 stayed at 4 critical elements presented but
did not go backwards from the pre-test to the post-test. Every student but student 1 reached the
goal of no less than 4 critical elements presented. Although student 1 did not reach the goal, he
or she still progressed by 1 point.

# of critical elements during throwing:

Student Pre-Test Post-Test

1 4 5

2 3 4

3 2 4

4 3 3

5 5 5

6 5 5

7 4 5

8 2 3

9 4 4

10 3 5

11 3 4

For throwing, no student regressed. Students 4 and 9 stayed the same but did not get worse. All
students except for students 4 and 8 reached the goal of no less than 4 critical elements
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presented. Although student 8 did not reach the goal, he or she made progress between the pre
and post-test.

***As a class, the average number of critical elements presented during both catching and
throwing increased from the pre-test to the post-test. The average went up by 0.82 for both skills.

The Psychomotor assessment is proven to be reliable do to the fact that the critical elements
being assessed did not change from the pre-test to the post-test. The peer assessments for the
post-test were done under the same conditions, in the same gymnasium, and by the same
individuals as during the pre-test.
After running the assessments, it came to or attention that the students were not being assessed in
an authentic setting. This means that students were simply throwing and catching in a closed
environment where nothing had an effect on game-play. A simple adjustment to be made is
assessing the students’ throwing and catching skills during a small-sided game. Other
adjustments used were changing the ball to a smaller ball for students with smaller hands or
using a foam ball for better grip.
Change in student learning is displayed in the above tables labeled “# of critical elements during
throwing” and, “# of critical elements during catching”. The results show that students met the
learning goal of performing the throw and catch with proper form because there was an increase
in the overall average of critical elements displayed for both skills.

Data Analysis: Learning Goal 2 (fitness; physical activity)

Figure 3: Overall step count scores

Step count per student:

Studen Pre- Post-
t Assessment Assessment

1 100 330
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2 189 788

3 214 763

4 400 1,000

5 378 991

6 165 653

7 426 903

8 477 1,454

9 102 618

10 213 612

11 304 569

Mean number of exit slip scores (pre-test): 269.8

Mean number of exit slip scores(post-test): 789.2

For the fitness assessment, no student regressed with their step count score between the pre and
the post assessments. However, not 1 student met the goal of 500 steps during our pre-
assessment. It was possible as some students came very close, but none quite got there. All 11
students in the class increased their step count score tremendously during the post- assessment,
only 1 student during this assessment did not meet the goal of 500 steps, most likely because
they were not giving full effort as we did play a small sided game during our post-assessment
lesson.

As a class, the step count scores increased between the pre and post- assessments. The average
went up by 529.4 steps which surpassed our expectations as their instructors.

The fitness assessment was proven to be reliable because the step count goal of 500 steps by the
end of class remained the same between the pre- assessment and the post- assessment. It was also
proven to be valid because moving to catch a ball that is being thrown, running routes, and trying
to get open against a defender creates a vast amount of movement and opportunity for step count
to increase.

Looking at the student's step counts throughout the unit, it gave us some but little information
about their cardiovascular fitness which is something we wanted to focus on. An adjustment we
could make to use as a better indicator for cardiovascular fitness would be to have them take
their heart rate after each activity and write it down on a log sheet we would hand out. This
would give us a much better understanding of how hard the student was working at the time on a
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specific activity, this could also lead us into another lesson on healthy fitness zones, etc. And
how you determine them.

Change in student learning is displayed in the above tables labeled “Step count per student.” The
results show that students met the learning goal of reaching 500 steps to increase cardiovascular
fitness because there was an increase in the overall average of steps displayed for the step count
between the pre- assessment and the post- assessment.

Data Analysis: Learning Goal 3 (cognitive)

Figure 4: Cognitive Pre/Post Assessment Scores

Number of questions answered correctly out of 7:

Student Pre- Post-
Assessmen Assessment
t

1 5 6

2 5 6

3 4 5

4 6 6

5 6 7

6 4 6
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7 4 5

8 4 4

9 5 7

10 6 7

11 5 6

Mean number of exit slip scores (pre-test): 4.91

Mean number of exit slip scores(post-test): 5.82

Between the pre and post- assessments, no students' scores regressed. On the pre- assessment,
student 8, 7, 6, and 3 did not meet the goal of answering 5/7 questions correct. This was at the
beginning of the unit when little to no content was introduced or taught yet. By the post-
assessment, every student met the goal of questions answered correctly and many went beyond.
Student 8 showed no increase between the two assessments and did not reach our target goal, but
he/she did not regress in knowledge which is still a good sign moving forward. Student 4’s
scores also stayed the same, scoring 6/7 correctly on each assessment but he/she is already above
target range we want them to reach.

As a class, the exit slip scores from the pre- assessment to the post- assessment increased. The
average went up by 1.01 between the two assessments.

The cognitive assessment is proven to be reliable do to the fact that the 7 true/false questions
asked on the exit slip did not change from the pre- assessment to the post-assessment. The exit
slip for the post-assessment was valid because it measured the skills/knowledge that was taught
in class and was given under the same conditions and in the same gymnasium as it was given
during the pre- assessment.

After collecting the exit slips and looking at the data, we thought about how we should have
adjusted the questions we asked the students. We asked strictly true/false questions, no questions
that really checked for understanding and challenged the student's minds. A simple adjustment
for this would be to ask more engaging questions and a variety of different types of questions to
ensure that they have learned the material we are teaching.

Change in student learning is displayed in the above table labeled “Number of questions
answered correctly out of 7.” The results show that the students met the learning goal of
answering 5/7 questions correctly because there was an increase in the overall average of correct
answers on the cognitive exit slip.

Data Analysis: Learning Goal 4 (affective)

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Students said that they were nervous at the start of the unit on the pre-assessment exit
slip. It was the first time they had to work in groups during the unit. One student said when asked
about how they felt they worked with other “Some group members seemed to be nervous and
shy. They just went with the flow of the lesson. It took a while for everybody to get comfortable
with each other.”
Students had different responses on their pretest when compared to the post-test, even
though the question was the same. The same student who felt that some group members were shy
had a complete 180 in his post assessment response. They said “As a group, we worked very
well together. We helped each other when a person made a mistake and encouraged each other.”
This answer was very encouraging for us. Not one student answered that they felt working with
teammates got worse throughout the unit.
A possible adjustment we could have made was to get more student feedback throughout
the lesson. While we had our students give feedback at the end and start of the unit, we did not
have any data on how they felt throughout the lesson. This information could have been valuable
to help us understand what drills were effective in improving teamwork.
Overall students became more comfortable with each other creating a positive learning
environment. This is shown by the progress the students made in the other learning domains in
the data shown above.

Part 5: Grading

When assessing our students, we put a heavy emphasis on the psychomotor domain.
While we use all 3 domains (cognitive, affective and psychomotor) to assess students, the most
important domain is the psychomotor. When assessing the psychomotor domain, we wanted to
see improvement from our students in their ability as well as the use of proper form. We used the
pre-assessment as our baseline to see where our students were starting out. For example, if a
student was not using proper form or was unable to perform the skill of catching/throwing at the
start of the unit but at the end of the unit if their form improved but they were still not
consistently successful catching they would get a full credit in the psychomotor domain because
they improved throughout the lesson. If a student was already at a mature stage of throwing and
catching at the beginning of the unit, if they did not regress, they would also receive full credit in
the psychomotor domain. If a student regressed from their pretest to posttest scores, they would
not receive full credit for the psychomotor domain.

When assessing the affective domain there are specific things, we are looking for that the
students are made aware of. It is important that students know how to work together as a team.
This means they must show good sportsmanship as well as being involved throughout the unit
whether that’s help creating plays, giving advice or being a good teammate. We want the
students to constantly be engaged It is also important that they show respect to their opponents.
We want a teaching environment where everybody feels comfortable regardless of a person's
athletic ability. One way we tried to foster a positive environment for our students is by getting
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their feedback. We do this by having them answer a question on the exit slip. The question that
we had them answer was “Do you feel as though you exemplified cooperation and teamwork
with your classmates today? How so? How do you think the class exemplified teamwork and
respect?” We assess the affective domain through teacher observation. Throughout the unit, we
watch how the students interact with each other and how they help each other. We also look at
how students follow directions. Ultimately the end goal is to get our students interested in living
a fit and healthy lifestyle and help them become comfortable working with others.

When assessing the cognitive domain, we are looking for students to have a basic
understanding of the game being taught as well as the cues that are taught during class. We also
want students to be able to identify protentional hazards that could make a game or drill unsafe.
The idea behind this is if students pursue these activities outside of school, we want them to have
the knowledge to be able to create their own games/drills in a safe environment. The way we
assessed the students was through an exit slip that had 7 true/false questions which is what made
up the student's cognitive portion of their grade. We also would ask students to recall cues at the
end of the lesson. The exit slip was the same as the one given during the pretest. This helped us
measure how much students learned during the unit. It also helps provide us feedback, if our
questions were too easy or hard and whether we should go into more detailed or scale back out
lessons.