Assessment Plan

Topic: Educational Gymnastics

Teacher Names: Courtney Stannard and Simon Villanoz
Psychomotor Pre/Post Assessment (3/26/2019, 4/17/2019)
1. National Standards:
a. Standard 1. The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
i. Balances on different bases of support demonstrating
muscular tension and extensions of free body parts.
(S1.E7.3) OR Combines balance and transferring weight in
a gymnastics sequence or dance with a partner. (S1. E7.5)
2. Colorado Standards
a. Standard 1: Movement Competence and Understanding
b. PGO 2. Apply movement concepts, principles, strategies, and
tactics to learning and performing physical activities.
c. GLE 3. Understand why feedback can improve performance.
i. EO(b). Analyze and correct errors in non-locomotor and
locomotor movements.
3. Lesson objectives:
a. Students will be able to balance on a variety of bases of supports
with no wiggles and wobbles and be able to correct their form for
at least three seconds as the first task in a lesson.
4. Overview/Description:
a. Students will find a balance task card hanging on the wall and try
to copy that balance. Teacher will walk around and mark their
ability to perform that task.
5. Context of Administration of Assessment (When, where, and how is it
implemented in the lesson):
a. This assessment will be during the first lesson and the fifth lesson,
just before we begin the skill practice for the day. The students will
complete the fitness activity/ preliminary tasks and then choose
one of the balancing pictures to copy on the wall as the teacher
walks around to assess them. Students will attempt the balance and
count out loud how long they can hold it for. Then they will point
to the level they are currently at.
6. How does this assess the psychomotor domain?
a. This assesses the psychomotor domain because they will be trying
to copy the images on the walls with their own bodies while the
teacher watches and marks their ability on checklist.
 7. Assessment Tool:
a. One Check Mark=Beginner
b. Two Check Marks=Intermediate
c. Three Check Marks=Advanced
Student Name Balance Pose Ability Level
Attempted

Maximus

Fatuma

Fetah

Penelope

Dominique

Levy

Ashley

Sae Reh

Alenah

Mackenzie

Tha Moo Soe

Espoir
8. Rubric for assessment tool
a. Student Name:
Beginner Intermediate Advanced

Student can only hold the Student is able to hold a given Student is able to hold a given
pose for less than 3 seconds balancing pose for 3-7 balance for more than 7
with no wiggles or wobbles. seconds with no wiggles or seconds with no wiggles or
wobbles. wobbles.

9. Example of what the task cards will look like for the assessment
 Beginner I am able to hold this pose for 3 seconds
with no wiggles or wobbles.

Intermediate I am able to hold this pose for 3-7 seconds

with no wiggles or wobbles.

Advanced I am able to hold this pose for more than 7

seconds with no wiggles or wobbles.

Cognitive Pre/Post Assessment

1. National Standards:
a. Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
i. GLO: Employs the concept of muscular tension with balance in
gymnastics and dance and applies that skill. (S2.E4.5b)
2. Colorado Standards:
a. Standard 4: Prevention and Risk Management
b. PGO 6. Apply personal safety knowledge and skills to prevent and treat injury.
c. GLE 1. Implement safety procedures in the utilization of space and equipment.
i. EO(b): Review components of safe participation and what constitutes a
safe environment.
3. Lesson objectives:
a. Students will be able to list the correct cues (including muscular tension) for
balancing, jumping and landing, rolling, weight transfers, and safety relating to
gymnastics during a formal paper and pencil assessment.
4. Overview/Description:
 a. During the first lesson of the unit and during the fifth lesson of the unit, students
will take a written quiz to test their knowledge of educational gymnastics cues,
skill themes, and safe practices.
5. Context of Administration of Assessment (When, where, and how is it implemented in
the lesson):
a. This will take place during the first and fifth lessons of a unit. It will be taken
during the last 5-10 minutes of class, before the closure of the lesson. Students
will take a piece of paper and a pencil and spread out on the gym floor, they will
then turn it in to the teacher and do a lap around the gym. The same exact quiz
will be given in the first and fifth lessons.
6. How does this assess the cognitive domain?
a. This assesses the cognitive domain because it forces the students to think about
the skills that they perform and how they are done correctly.
7. Assessment Tool
a. Name:
1. List at least two cues for balancing.

2. List at least two cues for rolling.

3. List at least two cues for transferring weight.

4. List at least two cues for jumping and landing.

5. List at least two things that would not be safe when doing gymnastics.

8. Rubric
a.
Beginner Intermediate Advanced

Student is not able to list
any cues for a given task
or list any safety
concerns.
Cognitive Formative Assessment
1. National Standards:
Student is able to list one
cue for a given task and
one unsafe gymnastics
practice.
Student is able to list two
or more cues for a given
task and can list two or
more unsafe gymnastics
practices.
 - Standard 4:
- Applies safety principles with age appropriate physical
activities. (S4.E6.5)

2. Colorado Standards:
- Standard 4: Prevention and Risk Management
- PGO 6. Apply personal safety knowledge and skills to
prevent and treat injury.
- GLE 1. Implement safety procedures in the utilization of
space and equipment.
- EO(d). Describe safe and unsafe practices for a
variety of physical activities.
3. Lesson objectives:
- Students will be able to recognize and recall the vocabulary words
associated with balancing during an in class assessment
- Students will be able to correctly identify the cues for rolling in a
plickers assessment.
- Students will be able to correctly identify different types of weight
transfers in a plickers assessment.
- Students will be able to correctly identify the cues for jumping
landing during a multiple choice plickers assessment.
- Students will be able to identify the different cues for balances,
rolls, weight transfers, and jumping and landing in a plickers
assessment.
4. Overview/Description:
- Students will be assessed on different cues/vocabulary for a variety
of different skill themes through informal checking for
understanding assessments and plickers assessments.
5. Context of Administration of Assessment (When, where, and how is it
implemented in the lesson):
- All of the plickers assessments will be assessed near the end of
class for each lesson, after we have taught/introduced the skill to
them.
6. How does this assess the cognitive domain?
- This assesses the cognitive domain because it is seeing whether
they know the sequence or cues they have to perform in order to
perform the skill theme correctly/safely.
7. Rubric/Assessment Tool (create below):
 0 of 2 questions 1 of 2 questions 2 of 2 questions
correct correct correct

Question 1-2: Students do not Students Students

cognitive know any of the understand understand all
(cues/safety) cues to safely some of the the cues to
perform the cues to safely safely perform
skill. perform the the skill.
skill.

Lesson 2 questions:
1. Which one of these is not a cue for rolling?
A. Keep a tight core/stomach
B. Tuck your chin
C. Rounded Back
D. Squash/soft Landing
2. What should you never do when rolling?
A. Roll on your head
B. Roll on your shoulder
C. Roll on your arm
D. None of the Above
Lesson 3 questions:
1. When transferring weight it is important to remember to:
a. Have tight muscles
b. Land softly
c. Know your start and end positions
d. All of the Above
2. Which one of these is NOT a cue for doing a cartwheel?
a. Side towards the mat
b. Strong arms/shoulders
c. Land on your feet
d. Squash

Lesson 4 questions
1. Which one of these is a cue for jumping and landing?
a. Squash
b. Swing upward and forward
c. Hard Landing
d. A and B
2. True or False, it is not important to keep your balance when landing?
a. True
b. False
c. Affective Formative Assessment
1. National Standards:
- Standard 4: The physically literate individual exhibits responsible
personal and social behavior that respects self and others.
- Engages in physical activity with responsible interpersonal
behavior (e.g., peer to peer, student to teacher, student to
referee). (S4.E1.5)
- Participates with responsible personal behavior in a variety
of physical activity contexts, environments and facilities.
(S4.E2.5a)

2. Colorado Standards:
- Standard 3: Social Emotional Wellness:
- PGO 5:Exhibit responsible personal and social behavior
that respects self and others in physical activity settings.
- GLE 1: Identify personal activity interests and abilities, and
take responsibility for individual and team performance.
- EO (c): Develop confidence in self and others in a
physical activity setting.
3. Lesson objectives:
- Students will demonstrate respect for themselves and others by
positively encouraging classmates and attempting rolls during class
time.
- Students will demonstrate respect for themselves and others by
positively encouraging classmates and attempting different weight
transfers during class time.
- Students will demonstrate respect for themselves and others by
positively encouraging classmates and participating during all of
class.
4. Overview/Description:
- Students will be assessed on whether they feel confident
performing a certain skill and if the learning experience was a
positive one for them or not.
5. Context of Administration of Assessment (When, where, and how is it
implemented in the lesson):
- It will be given at the end of each lesson in a plickers assessment
along with the other plickers assessment. If time is tight, then the
questions can just be asked during our closing session. They will
also tap out before leaving to show whether they felt like this was a
positive experience for them.
 6. How does this assess the affective domain?
- It assesses the affective domain because it is simply gauging how
the students feel towards each skill that we taught them in the
lesson. In addition, it sees whether they feel supported throughout
the lesson
7. Rubric/Assessment Tool (create below):

1 of 1 question correct

Question 1: Students feel completely confident

Affective (confidence) in this skill

Lesson 2 questions:
1. Do you feel confident doing a forward roll outside of class?
a. Yes
b. No
Lesson 3 questions
1. Do you feel confident doing a cartwheel OR handstand outside of class?
a. Yes
b. No
Lesson 4 questions
1. Do you feel confident jumping and land?
a. Yes
b. No

Psychomotor Formative Assessment

- National Standards:
- Standard 1: The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
- Combines actions, balances and weight transfers to create a gymnastics
sequence with a partner on equipment or apparatus. (S1.E12.5)
- Performs curling, twisting and stretching actions with correct application
in dance, gymnastics, small-sided practice tasks and games environments.
(S1.E10.5)
- Colorado Standards:
- Standard 1. Movement Competence and Understanding
- PGO 1: Demonstrate competency in motor skills and movement patterns
needed to perform a variety of physical activities.
- GLE 2: Demonstrate understanding of how to combine and apply
movement concepts and principles to learn and develop motor skills.
 - EO(b). Analyze and correct errors in movement patterns, and
provide and use feedback from a peer or instruction technology.

- Lesson objectives:
- Students will be able to correctly demonstrate a variety of rolls by performing
them safely in a classroom environment.
- Students will be able to successfully demonstrate a variety of different weight
transfers safely in each station.
- Students will be able to jump and land on two feet five times in a row while
standing on an apparatus.

- Overview/Description:
Students will be assessed by their peers on whether they can perform a skill or not by using a
checklist in each formative assessment.
Context of Administration of Assessment (When, where, and how is it implemented in the
lesson):
It will be done during class before we move on to learn a new skill.
How does this assess the psychomotor domain?
It assesses the psychomotor domain because it gives us some sort of documentation for each
student say whether they can complete the skill/task we aimed for them to learn.
- Rubric/Assessment Tool (create below):
Please write yes or no below each statement after observing your partner.
Person Being Observed: My partner is able to demonstrate two
Observer: types of rolls and keeps their chin tucked
for each one.

My partner is able to demonstrate at least

one type of weight transfer without
crashing.

My partner is able to jump and land on

two feet five times in a row while standing
on a balance beam.

Summative Assessment
1. National Standards:
a. Standard 1: The physically literate individual demonstrates competency in
a variety of motor skills and movement patterns.
 i. Combines actions, balances and weight transfers to create a
gymnastics sequence with a partner on equipment/apparatus.
(S1.E12.5)
b. Standard 3: The physically literate individual demonstrates the knowledge
and skills to achieve and maintain a health-enhancing level of physical
activity and fitness.
i. Actively engages in all the activities of physical education.
(S3.E2.5)
c. Standard 2: The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement and
performance.
i. Combines movement concepts with skills in small-sided practice
tasks/games environments, gymnastics and dance with self-
direction. (S2.E2.5)
2. Colorado Standards:
d. Standard 1: Movement competence and understanding
i. PGO 1: Demonstrate competency in motor skills and movement
patterns needed to perform a variety of physical activities.
ii. GLE 1: Demonstrate mature form for all basic locomotor, non-
locomotor, manipulative, and rhythmic skills.
iii. EO(h). Develop and refine a gymnastics or creative dance
sequence, and demonstrate smooth transitions.
e. Standard 3: Social and Emotional Wellness
i. PGO 5. Exhibit responsible personal and social behavior that
respects self and others in physical activity settings.
ii. GLE 2. Work cooperatively and productively in a group.
iii. EO(b). Identify and define the role of each participant in a group
physical activity.
f. Standard 1. Movement Competence and Understanding
i. PGO 1: Demonstrate competency in motor skills and movement
patterns needed to perform a variety of physical activities.
ii. GLE 2: Demonstrate understanding of how to combine and apply
movement concepts and principles to learn and develop motor
skills.
iii. EO(b). Analyze and correct errors in movement patterns, and
provide and use feedback from a peer or instruction technology.
3. Lesson objectives:
 g. Students will be able to create and perform a gymnastics routine using a
variety of movements and activities using safe techniques during the
routine as a group.
4. Overview/Description:
h. Students will work together individually and as a group to create a
gymnastics sequence on paper, practice and refine the routine, then present
it to their peers.
5. Context of Administration of Assessment (When, where, and how is it
implemented in the lesson):
i. This assessment will be during the last lesson of this educational
gymnastics unit. Students will be in groups and start creating their routines
on paper. After a few minutes, they will practice their routine as a group
and then present it to another group.
6. How does this assess all three domains?
j. This assesses all three domains because they are using their knowledge of
smooth transitions and cues to create the written sequence (cognitive) and
then they are performing the sequence (psychomotor) cooperatively as a
group (affective).
7. Assessment Tool:
Create a 6 task gymnastics routine. You must use one task from each
category in the task bank. Locomotor patterns may also be used in the
routine. Please also list one cue for each task you choose. Remember: Smooth
Transitions!
Group Member Names:
Task Bank
Rolling Balancing Weight Transfer Jump_
Pencil Roll 2 Bases of support Cartwheel 2 feet to 1 foot
Log Roll 1 Base of support Handstand 2 feet to 2 feet
Egg Roll 3 Bases of support Vertical/Horizontal
Forward Roll 4 Bases of support Off of and onto box
Shoulder Roll Partner balances

1. ___________________________________________________
Transition:
Cue:

2. ___________________________________________________
Transition:
Cue:
3. ___________________________________________________
Transition:
Cue:
 4. ___________________________________________________
Transition:
Cue:

5. ___________________________________________________
Ending:
Cue:

8. Rubric

Beginner Intermediate Advanced

Psychomotor Student is not able to Student is able to Student is able to

successfully perform perform most of the perform all the skills
the skills in the skills in the routine in the routine and
routine and the and the transitions are transitions are always
transitions are not mostly smooth. smooth.
smooth at all.

Cognitive Student only included Some of the skill The tasks written on
1-2 of the skill theme themes were not the sheet include at
categories from the included in the least one task from
word bank. They did written component. each skill theme and
not list any cues for They did not include the student includes at
their tasks. cues for each task. least one cue for each
task in their routine.

Affective Student is not willing Student is willing to Student is willing to

to perform the routine perform the routine work with a group
individually or as a when part of a group and individually.
group. but will not display They are enthusiastic
the routine they and cooperative.
created individually.