Assessment Work Sample

Project
By Brett Clow, Vinny Wilson, and Sara Dewey
The Presentation Agenda
● Cognitive domain explanation
● Fitness domain
● Psychomotor domain
● Affective domain
● Grading
● Conclusion
Identification of Grade-Level Outcomes

Outcomes:

S2.M9.6: Selects appropriate shot/throw based on location of the object in relation to the target.

S2.M6.6: Transitions from offense to defense or defense to offense by recovering quickly.

 Description of Assessment and Collective Procedures

https://docs.google.com/forms/d/1OapzCm83l7eEDIrNnXotXP_Mv3eSxqB0yiO_1
0addnM/edit

● This assessment was solely based on the cognitive components of ultimate frisbee.
Students were asked to take a pre test to see what knowledge they had before they
were given a video of teaching instructors that explained the rules of ultimate frisbee
which correlates to the cognitive domain.
● The post test was given to see if students would perform better on the assessment
after given more instruction from the teaching video.
Explanation of Data Trustworthiness
● Our data was very trustworthy for multiple reasons
● Reliability: Our test was reliable because it can be repeated and similar results will
occur. You would see student learning occur after watching the instructional video each
time.
● Validity: The test was valid and assessed the cognitive domain accurately.
● Objectivity: This test could be repeated by other teachers and no bias will occur.
● Practicality: The test is practical as it is easily distributed and results are easily counted
as well.
● Authenticity: In the terms of a cognitive assessment a short quiz like the one we
distributed is considered to be an authentic real life situation.
Explanation/Graphic Displays of Pre/Post Assessment Results
and Their Meaning
https://docs.google.com/forms/d/1m2Pa_bMveNIGcczEqGLf2Sa8mMwE-
GlCbKZESTPUaRo/edit#responses

https://docs.google.com/forms/d/1OapzCm83l7eEDIrNnXotXP_Mv3eSxqB0yiO_1
0addnM/edit#responses
 Explanation of Change in Student Learning
● Based on the data, the explanation of change in student learning comes from after the pre
assessment and post test is taken
● The reason for the change in student learning is because students who took the pre test, did not
have any instruction on the unit of Ultimate Frisbee, Therefore they took assessment to the best
of their abilities.
● Based on the data, there was an improvement from pre test to post test because the quartile
range for test results increased from 6-8 to 8-10
● There was a improvement in test scores because students were able to gain knowledge in
cognitive aspects of ultimate Frisbee by watching teaching instructional videos.
Fitness Domain Assessment
Grade-Level Outcomes: S3.M13.6: Defines Resting Heart Rate and describes its relationship to aerobic fitness and the
Borg Rating of Perceived Exertion (RPE) Scale. S3.M8.6: Sets and monitors a self-selected physical-activity goal of aerobic
and/or muscle and bone strengthening activity based on current fitness level. S3.M6.6: Participates in moderate to vigorous
aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous
intensity for at least 60 minutes per day.

Cardiovascular Endurance Test: Have each student take their resting heart rate before playing ultimate frisbee and take
their heart rate directly after. Compare and see if they’ve met their Target Heart Rate.
Resting Heart Rate: Take your pulse for 6 seconds and multiply by 10
Target Heart Rate: 220 - Age = Target Heart Rate

This assessment is extremely trustworthy as it meets the criteria for reliability, validity, objectivity, practicality, and
authenticity. It is a very easy assessment to conduct and has no bias at all.
Psychomotor Domain Assessment
Grade Level Outcomes: (S1.M3.6) Catches with a mature pattern from a variety of trajectories using
different objects in varying practice tasks. (S1.M5.6) Throws, while stationary, a leading pass to a moving receiver.
(S1. M7.6) Performs the following offensive skills without defensive pressure: pivot, give & go, and fakes.

Rubric Skills Test: Create a rubric that involves the types of throwing and catching skills that students need to execute in
order to perform in the activi. Skill level will be assessed from Excellent skill being the highest to basic skill being the lowest.
Checklist: Make a checklist based on a specific skill such as throwing a frisbee, checklist will include a box that demonstrates
a cue involved with throwing, A checkmark will be placed in a yes or no box if a student has demonstrated the appropriate cue
for the skill.
Rating Scale: Rate each students based on cues involved with throwing and catching skills. Rate on a scale from four being
this skill is my best to one being I need to work on this skill more.

This assessment fulfills the requirements of Trustworthy such as reliability, Validity, Objectivity, practically and authenticity. It
is related on skills that students are needed to learn in Ultimate Frisbee. They are very simple tests to conduct.
Affective Domain Assessment
Grade Level Outcomes: (S4.M4.6) Accepts differences among classmates in physical development, maturation, and
varying skill levels by providing encouragement and positive feedback. (S4.M5.6) Cooperates with a small group of
classmates during adventure activities, game play, or team-building activities. (S4.M6.6) Identifies the rules and etiquette
for physical activities, games, and dance activities.

Checklist: Based on contributing ideas and encouraging others through positive feedback. There is a space where an
explanation is given about the performance of an element. This can be done through peer evaluation in which selection of
observers is random. This can also be done through teacher evaluation.
Likert Rating Scale: Based on contributing ideas, encouraging others through positive feedback (i.e., high fives, cheering
on teammates), and participation through passing to others, accepting a pass, and defending. Can be done through self-
evaluation on a scale of 1-5, where 1 is weak and 5 is strong, and writing an explanation for their rating.
Cooperation Rubric: Score of 1-4, 1 being weak and 4 being strong, in which the following criteria is written: 1: Student is
part of activity; 2: Student contributes ideas or encourages others; 3: Student contributes ideas and encourages others; 4:
Student respectfully contributes ideas and positively encourages others. This can be through teacher evaluation.

These tests are trustworthy, as it is reliable, objective, practical, and authentic.

Grading
● As far as grading for our unit is concerned we will have the cognitive quiz
count for a percentage of the grade however, it will not be the only thing
graded.
● We will also include our assessments in the other domains to collect a
comprehensive grade for each student for the unit.
● These domains will be broken up and count for a percentage of each students
grade.
Grading
Blue: 40%: Psychomotor Domain

Orange: 25%: Cognitive Domain

Gray: 25%: Affective Domain

Yellow: 10%: Physical Fitness Domain

Conclusion
Overall we believe our assessments and procedures were done very well.
However, no one is perfect. We could potentially change the way our
assessments are given out to make sure they are more authentic and practical
than they already are. Our grading scheme could also be tweaked, although we
chose it in order to reflect correct practices, it could still be modified.
Questions?
Does anyone have any questions?