1

Basketball

Mia Beck

Stacey Reuss

Elizabeth Rowan

Catherine MacDonald

Grade 8

Fall 2020

South Pointe Middle School

 2

Table of Contents

Section 1: Standards and Grade-Level Outcomes

page 3

Outcome 1: Psychomotor (Mia Beck)

Outcome 2: Affective (Stacey Reuss)

Outcome 3: Fitness/Physical Activity (Elizabeth Rowan)

Section 2: Assessment of Student Learning

page

Section 3: Block Plan page

Section 4: Analysis of Results

page
 3

Section 1: Standards and Grade-Level Outcomes

Student Domain Standards Outcome(s) Assessment Tool

Responsible
# and text

SHAPE: S2.M2.8- executes at least Exit slips

Standard 2 three of the following offensive
GROUP Formal multiple choice,
tactics to create open space:
Standard 3 moves to create open space on true/false, short answer quiz
and off the ball; uses a variety
Cognitive of passes, fakes, and
pathways; give and go

S3.M7.8- compares and

contrasts health related fitness
components

Individual

Mia Beck SHAPE: S1.M6.8- executes at least two Checklist

Standard 1 of the following to create open
Psychomotor Rubric
space during modified game
skill
play: pivots, fakes, jab steps,
screens

Stacey Reuss SHAPE: S4.M7.8- independently uses Self-Assessed Rating scale

Affective Standard 4 physical activity and fitness
equipment appropriately and
identifies specific safety
 4

concerns associated with the Formal True/false quiz

activity.

Elizabeth Rowan SHAPE: S3.M9.8- employs a variety of Exit Slips

Fitness/
appropriate static stretching
physical Standard 3 Formal matching quiz
techniques for all major muscle
activity
groups
 5

Section 2: Assessment of Student Learning

Assessment Plan Overview

Grade-Level Assessment Format Accommodations

Outcome

Formal assessment: multiple choice, Any students that need time or

(cognitive) true/false, short answer setting accommodations will be
S2.M2.8- granted the opportunity.
Pre-Test
executes at
least three of Scribe will be available if students
the following cannot write by themselves.
offensive
Description of The assessment recognizes the students’ knowledge of various offensive
tactics to
alignment tactics and health related fitness components.
create open
space: moves Data Collection During class students will be administered a formal exam. Pre- and post-test
to create open procedures scores will be compared to track knowledge improvement.
space on and
off the ball; - Exit slips Implementing visual aid for any
uses a variety Formative students with a hearing disability or
of passes, ELL students
fakes, and
Formal assessment: multiple choice, Any students that need time or
pathways;
true/false, short answer setting accommodations will be
give and go
granted the opportunity.
S3.M7.8- Post-Test
Scribe will be available if students
compares and
cannot write by themselves.
contrasts
health related
 6

fitness
components

Checklist indicating ability to perform Equipment modifications will be

Pre-Test
the skill or lack of ability. available for students if needed.
(psychomotor)
S1.M6.8- Description of This assessment tracks to see the ability of the student to perform specific
executes at alignment skills required for basketball.
least two of
the following Data collection During small-sided 3 v 3 games students will be graded by teacher
to create open procedures observation. Scores will be collected compared by pre- and post-tests
space during
Informal peer-assessed rubric Equipment modifications
modified Formative
game play: Rubric modifications for ELL students
pivots, fakes,
jab steps, Checklist indicating ability to perform Equipment modifications will be
Post-Test
screens the skill or lack of ability. available for students if needed

Informal self-assessed rating scale Language accommodations for ELL

students.
(affective) Pre-Test
S4.M7.8- Scribe will be available if students
independently cannot write by themselves.
uses physical
activity and Description of It teaches students how to recognize and demonstrate responsibility with
fitness alignment equipment and proper safety
equipment Students will be given a pre self-assessed rating scale and a post self-
appropriately Data collection
assessed rating scale. Students will be able to reflect on their own
and identifies procedures
responsibility and safety improvements throughout the unit.
specific safety
 7

concerns Formal true/false quiz Language accommodations for ELL

specific with students
the activity. Formative
Scribe will be available if students
cannot write by themselves

Informal self-assessed rating scale Language accommodations for ELL

students
Post-Test
Scribe will be available if students
cannot write by themselves

Formal matching quiz Language accommodations for ELL

students
(fitness/ Pre-Test
physical Scribe will be available if students
activity) cannot write by themselves
S3.M9.8-
employs a Description of It teaches students importance of stretching, and how to perform
variety of alignment appropriate stretches for various muscle groups.
appropriate
Students will be administered an informal matching pre- and post-test of
static Data collection appropriate stretches and their corresponding muscle groups. Students will
stretching
procedures practice these stretches during warm-ups and be given various questions on
techniques for exit slips.
all major
muscle groups Informal exit slips Language accommodations for ELL
students
Formative
Scribe will be available if students
cannot write by themselves
 8

Formal matching quiz Language accommodations for ELL

students
Post-Test
Scribe will be available if students
cannot write by themselves
 9

Cognitive Assessment:

Grade-Level Outcome(s): S2.M2.8- executes at least three of the following

offensive tactics to create open space: moves to create open space on and off the
ball; uses a variety of passes, fakes, and pathways; give and go

S3.M7.8- compares and contrasts health related fitness components

Pre-Assessment:
The students will be administered a formal quiz consisting of five
multiple choice, five true or false, and two short answer questions relating to
their knowledge of content from the unit. This content includes offensive
tactics such as creating open space, a variety of passes, fakes, and
pathways along with give and go. All quizzes will be collected and graded by
the instructor and kept for comparison to the post-assessment. Acquisition
of this knowledge helps the students to appropriately utilize these skills
during game play.

Formative assessment:
Throughout the unit the students will be given occasional exit slips.
These slips consist of two to three questions based on the content covered
for that day. The questions on the exit slips reinforce what the students
learned that day so they’re more likely to remember content and provide an
idea for the instructor where the students stand in terms of learning content
and what should be re-visited next class.

Post-Assessment:
For the post-assessment students will be readministered the exact
pre-test and their results will be compared to their beginning results. The
end goal is for students to show improvement from the pre- to the post-
assessment. The data will be collected and displayed on a graph. This gives
the instructor the opportunity to analyze student improvement and adjust
the unit as needed for student success.

Psychomotor (skill) Assessment:

Grade-Level Outcome: S1.M6.8- executes at least two of the following to

create open space during modified game play: pivots, fakes, jab steps, screens

Pre-Assessment explanation, collection procedures, alignment

The students will be assessed through a checklist that indicates whether
they are able to perform the skill with proper form or not. It is imperative
that the students execute 2 out of the 4 skills including pivots, jab steps,
 10

fakes, and screens. This assessment tracks the abilities of each of the
students to perform these specific skills that are required for basketball. The
students will be graded by teacher observation during small-sided 3v3
games.
Formative assessment description
While students are taking part in the small sided games, they will be
assessed by an informal peer-assessed rubric. This assessment will benefit
both the assessor and the student participating in the activity. The student
who is assessing will deepen their understanding of the skill while analyzing
the mechanics of their peer and possibly gain knowledge on how to better
their performance. Students will take turns assessing and playing in the
small sided games on the teacher's command.

Post-Assessment collection procedures

For the post-assessment, students will be administered the exact pre-
test and their results will be compared to their beginning results. The end
goal is for students to show improvement from the pre- to the post-
assessment. The data will be collected from a checklist, indicating their
ability to perform the skill or not. This gives the instructor the opportunity to
analyze student improvement and adjust the unit as needed for student
success.

Affective Assessment:
Grade-Level Outcome: S4.M7.8- independently uses physical activity and
fitness equipment appropriately and identifies specific safety concerns associated
with the activity.

Pre-Assessment explanation, collection procedures, alignment

One the first day of the unit, students will be given an informal self-
assessed rating scale at the end of class. In this assessment students will be
asked to rate themselves from 1 to 5 on how responsible they were when
handling the equipment, and while returning PE equipment (1 being very
irresponsible, and 5 being very responsible). Students will also be asked to
justify their answer. Another question the students will be asked to answer
and justify is how well they maintained safety throughout the lesson (1
being very unsafe and 5 being very safe). This directly aligns to the grade
level out comes because the GLO indicates that students should
independently use equipment appropriately and be able to identify safety
concerns associated with the activity. While justifying their answers they will
be able to explain certain instances where they felt they were either being
safe or unsafe.

Formative assessment description

 11

In the middle of the unit, students will be given a formal true/false

quiz. This quiz consists of 5 true/false questions. In this quiz students are
asked various questions about safety concerns, proper ways to handle
equipment, and good vs. bad sportsmanship. Students are to answer these
questions to the best of their ability based on common respect for others,
and content that will be gone over in class.

Post-Assessment collection procedures

For the post assessment, students will be given the same informal
self-assessed rating scale at the end of class. These results will be compared
to their answers given on the pre-assessment. What we are looking to see is
if students became more knowledgeable of proper safety procedures and
were able to implement them during game play. We are also looking to see
if students are taking better care of the equipment during play and taking
more care to put them away at the end of class.

Fitness/Physical Activity Assessment:

Grade-Level Outcome: S3.M9.8- employs a variety of appropriate static

stretching techniques for all major muscle groups

Pre-Assessment:
On the first day of the unit, the students will be given a formal
matching quiz. This quiz will consist of four matching questions that refer to
the static stretches they will be learning throughout the unit and their
corresponding muscle groups. The students will need to match the muscle
group to the picture of its appropriate stretch. All of these quizzes will be
collected by the instructor and kept to be compared to their post-test scores
at the end of the unit.

Formative assessment:
During the unit, the students will be given an exit slip at the end of the
class period. This exit slip will list two questions relating to a random static
stretch they have learned and performed, as well as a question about
stretching in general. By administering this formative assessment, both the
student and the instructor will have a better knowledge of where the student
stands in competency of content being taught for the fitness domain.

Post-Assessment:
For the post-assessment, students will be administered the same pre-
assessment they were given at the beginning of the unit. Results of this
post-assessment will be graded and recorded, along with being graphed and
compared to their pre-test results. The goal is to show improvement across
 12

the board for all students. If improvement among students is slim, the
instructor can reflect on where he/she went wrong in the unit and implement
new ways of teaching to better the improvement among students.

Assessments:

Cognitive Pre-assessment:

https://docs.google.com/forms/d/1HcMBVxuHjrdmjeqP_VT21vafrwIVKfElKXX
_pf8lm7w/edit

Cognitive post-assessment:

https://docs.google.com/forms/d/1HeorD3xYQnjbme25GEjuRpMt5iJ5-
CrOmpzsv3YvEYc/edit

Cognitive instructional video:

https://drive.google.com/file/d/1IXtinPnVV3Lu7Kou4cYC9nSVFCUt-9gE/view

Psychomotor: pre- and post-assessment

Checklist:

Name:____________________________

Offensive moves Yes No

Pivots

Fakes

Jab Steps

Screens

Psychomotor: formative
Peer-assessed rubric:

Name of assessor: _________________ Name of assessed: _________________

 13

Directions: indicate the number of times your peer demonstrated each skill during small group game-
play.

skill 1 point 3 points 5 points

Never demonstrates Sometimes Always demonstrates

Pivots
pivots demonstrates pivots pivots

Sometimes Always
Never demonstrates
Fakes demonstrates demonstrates
fakes
fakes fakes

Sometimes
Never demonstrates Always demonstrates
Jab Steps demonstrates jab
jab steps jab steps
steps

Never demonstrates Sometimes Always demonstrates

Screens
screens demonstrates screens screens

Total score_______/20

Cognitive: formative
Exit Slip:

Name:______________________________

Directions: Answer the following questions to the best of your ability using the knowledge learned in
class.

1. List 2 health related fitness components

• ..
• ..

2. Why is it important to create space on offense?

Affective: Pre-assessment and post-assessment

 14

Informal Rating Scale:

Name:__________________________

Directions: Circle the number that best fits your performance.

On a scale of 1-5 (1 being irresponsible and 5 being very responsible) how responsible were you when
handling and returning the physical activity equipment

1 2 3 4 5

Justify your answer:

On a scale of 1-5 (1 being unsafe and 5 being very safe) how well did you maintain safety through the
lesson

1 2 3 4 5

Justify your answer:

Affective: Formative
Formal true or false quiz

Name_____________________________

Directions: Place a T for true or an F for false in the space provided for each of the following questions.

______ 1. When playing basketball, it is important to make eye contact with teammate before passing
the ball to them.

______ 2. When performing a chest pass the person passing the ball should aim above the chest of
teammate.

______ 3. Students should leave their equipment on the floor at the end of class.

______ 4. Jimmy knocked someone down during a game and walked away. Jimmy demonstrated good
sportsmanship.

______ 5. If you are confused of where a certain piece of equipment belongs you should ask the teacher
for help.

Fitness: Pre and post test

 15

Formal matching quiz

Name:_____________________

Match the muscle group to the best corresponding static stretch

1. _____ Calf Stretch A.

2. _____ Hamstring stretch B.

3. _____ Triceps stretch C.

4. _____ Quadriceps stretch D.

E.

Fitness: formative
Exit slip:
 16

Name:____________________________

Directions: Answer the following questions to the best of your ability using the knowledge learned in
class.

1. What could be a consequence of not stretching before exercise?

2. Which muscle group is being stretched in this photo?

 17

Section 3: Instructional Planning

Assessment Work Sample Block Plan

PED 434
School Name: South Pointe Middle School Unit Content: Basketball
Students: 12

Day 2

Day 1

Outcome (s): students will learn and

successfully execute accurate and proper
Outcome (s): students will learn the values bounce passes and chest passes at least 3
of safe and responsible behavior during class times each with a partner.
time.

Content focus: Passing

Content focus: pre-assessments,

introduction to basketball unit, safety and
responsibility.

Fitness/physical activity component:

students will learn and perform 2 new
stretches for major muscle groups during
warm-up. Students also focus on muscular
strength during passing drills.
Fitness/physical activity component:
students will learn and perform 2 stretches
for major muscle groups during warm-up.

Assessment:

P: teacher observation of various passes

Assessment:
C: exit slip of various passes
Psychomotor, cognitive, affective, fitness
domain pre-tests will be administered. A: teacher observation of student behavior

F: exit slip importance of stretching

 18

Day 3
Day 4

Outcome (s): Students will successfully

Outcome (s): Students will successfully
demonstrate three offensive fakes including
demonstrate on the ball offensive tactics
jab steps, pass fakes, and shot fakes during
including pivots and various dribble fakes.
small-sided game play with a partner.

Content focus: Offensive fakes

Content focus: Offensive fakes

Fitness/physical activity component:

Fitness/physical activity component:
With a partner, students will do their
students will demonstrate all 4 stretches
warmup, completing all 4 stretches for 30
during warm-up
seconds each.

Assessment:
Assessment:
P: peer assessment of partner passing using
P: Teacher observation of 3 offensive
a rating scale
tactics (students will choose what 3 they
C: Check for understanding at the end of wish to be assessed on.)
class (the difference between the 3 different
C: Check for understanding (name three
types of fakes).
different dribble fakes)
A: Peer assessment of partners using rating
A: Peer assessment of safety
scale (of showing responsible behavior with
equipment). F: Peer assessment of completing all 4
stretches with proper form.
F: Checklist of ability to do the 4 stretches

Day 5 Day 6

Outcome (s): Students will successfully
demonstrate L cuts, V cuts backdoor cuts
and screens. This will be done during small
group activities.
Content focus: Pathways and formative
assessments
Fitness/physical activity component:
Implement a cooldown consisting of the 4
stretches learned. Students also work on
cardiovascular endurance during cut drills.
Assessment: Psychomotor, cognitive,
affective and fitness domain formative
assessments will be administered.
Day 7
Outcome (s): Students will play 2v2 small-
sided games.
19
Outcome (s): students will learn shot
technique and successfully make at least 3
lay-ups, jump shots, and foul shots
Content focus: shooting
Fitness/physical activity component:
individually completing a warm-up and
cool-down
Assessment:
P: self-assessed shot checklist
C: exit slip for shot locations
A: teacher observation of peer feedback
F: self-assessed checklist for completing
warmup and cool down.
Day 8
Outcome (s): Student 4v4 small-sided
game play
 20

Content focus: realistic game play, Content focus: post-tests, small-sided

observation of skills. game play, unit closure

Fitness/physical activity component: Fitness/physical activity component:

Students work on cardiovascular endurance students get into small groups and
while participating in dynamic stretch and alternate leading stretches for a warm-up
2v2 game play. and cool-down.

Assessment: Assessment: Psychomotor, cognitive,

affective, and fitness post-tests will be
P: Teacher assessed checklist evaluating administered.
skill.

C: Exit slip for health-related fitness

components used in game

A: Self assessed rating scale on

sportsmanship plus justification of answer.

F: Check for understanding (teacher

demonstrates stretches and students
verbally answer what muscle group is being
stretched).

Section 4: Analysis of Results

A. Students succeeded majorly in specific areas of the pre-assessment.

For the first four multiple choice and the next four true or false
students were 100% correct for all besides one question where two
students selected the wrong answer. Student success quickly dropped
 21

when they got to the short answer questions, and this wasn’t
necessarily because they were listing the wrong answer. While many
students did select the wrong answer, majority of students only failed
to explain why they were choosing their answer and therefore only
received half credit. These responses were what lead us to decide the
content of our instructional video. We chose to cover those
explanations in our instructional video in order to help students be
able to not only write the correct answer, but also explain why.

B. The results from our pre- and post-test data overall showed
improvement. The data from the first eight questions (multiple choice
and true/false) remained the same. Only now, two students selected a
wrong answer, but it was between two different questions. This
showed student regression in one question and student progression in
another. However, we faced the same issue as the pre-test for the
short answer. While more students now listed the correct answer, they
still failed to explain it. Therefore, they continued to receive only half
credit for those questions. Our average from our pre-test was a
46.5/54 and from our post-test increased to a 47.4/54. If students had
explained their responses, our average would have been much higher.
The question now for us as instructors is, were our students not
explaining their answer because they did not know, or because they
failed to read the directions?

C.

Here are the average points scored on the cognitive pretest and post-test.
The average points scored for the cognitive pre-test was 46.3 out of 52. The
average points for the cognitive post-test was 47.5 out of 52.

Figure 1
 22

Here I will show you the data for each individual question from the pretest to
the post-test. Based on the graph, you can see that students scored
perfectly on questions 1, 4, 5, 6, 7 and 8 for the pretest and the post-test.
The highest cumulative score possible for each of these questions was 48.
(there were 12 total students, and those questions were each worth 4 points
so 12 x 4 = 48). For question 2, interestingly enough, there was a perfect
class score of 48 cumulative points for the pretest, however, during the post
test, there was one student who got this question wrong as the score for the
posttest grade for question 2 was 44 points out of 48. This decrease looks
bad, however, there was only one student who did worse than they did on
the pre assessment. This could be caused by several reasons ranging from
lack of sleep, to not reading the question correctly. For question 3, the
cumulative score for the pretest was 40, and the cumulative score for the
posttest was 44. This shows a positive improvement of one person from the
pretest to the post test. For number 9, the pretest cumulative score was
108, and the post test score was 98. This shows a decrease in points scored
from the pre-test to the post-test. What this could actually mean is a lack of
effort in student participation from the pre-test to the post-test. Since this
was our first short answer question, some students did not explain in
enough detail the answer to the question being asked, which in turn,
deducted points. For number 10, there was a very big increase in points
scored on the post-test compared to points scored on the pre-test. Students
now knew more about the 5 health related fitness components to the point
 23

where they could not only list 2, but they could explain how they impacted
the athlete. Finally question 11 (the extra credit question) there was the
same amount of cumulative points scored from the pre-assessment and the
post assessment. This question was optional so it makes sense that not
everyone attempted it, and it would be hard to judge if they knew the
content of the question or if they just didn’t bother answering it because it
was optional. Based on the fact that almost all of the multiple-choice
questions were answered correctly by the majority of students, I would say
that they have a clear grasp of the content learned from our GLO’s. For
example, question 10 is the question where students showed the most
improvement. In this question you can tell that the most student learning
occurred. You could tell that most students became a lot more comfortable
explaining how the health-related components affected the athlete. This
directly aligns with one of our grade level outcomes ( S3.M7.8- compares and
contrasts health related fitness components).

Figure 2

D. Here is the chart that shows each student’s score on the pre-
assessment out of 54 possible points including the extra credit option.
Some of the students already scored the max score of 54 points on the
pre-test including student 5 and student 9. Technically student 7 got a
 24

perfect score as well since the extra credit portion was worth 52
points. 52 was the score we were looking for. The Average for this
assessment was 46.3.

Figure 3

Here is a chart depicting each student’s scores on the post-test out of 54

possible points including the 2 extra credit points. Most students increased
their score; however, some decreased their score, and some stayed the
same. The average for this assessment was 47.5.

Figure 4
 25

Here is the chart that shows students pre-test and post-test scores. As you
can see more clearly in this chart, the majority of students increased their
grade from pre-assessment to post-assessment. However, some students
decreased their grade. Student 5’s grade decreased from the highest
possible score if 54 to a 49. Student 6’s score decreased from 40 to 38.
Student 9’s score decreased from a 54 to a 53.5. Student 11’s score
decreased from a 49 to a 47, and student 12 stayed the same at 35. Since
more than 50% of the students scored increased from the Pre-test to the
post-test you can tell there was some student learning that took place in the
duration of this unit.

Figure 5
 26

E. Our data was trustworthy for a number of reasons

Reliability- Our assessments were extremely reliable in the fact that they can
demonstrate dependability. As students were given the same test, they were
able to produce similar scores within their different attempts.

Validity- Our assessments were valid within the fact that we provided our
students with questions that were related to the intended focus of the unit.
The assessments were able to cover all relevant parts to the subject matter.

Objectivity- These assessments demonstrated objectivity because there is no

room for bias within the questions. They can be marked as right or wrong
and this can be seen throughout our true and false questions because no
personal impressions can be made on them.

The data collection procedure involved giving students a pre-test in order to

measure their knowledge of the topic before instruction. As the results were
analyzed, we formulated our topics to go into further detail within our
instructional video. After the students viewed the video, we gave them a
post-test that was the same as the pre-test to test what they learned from
the instructional video.
 27

Strengths within these assessments can be seen within the first four multiple
choice questions and the next four true or false questions where students
exhibited 100% accuracy for all except one question where two students
selected the wrong answer. This demonstrated an outstanding
understanding of the topic and little room for confusion. Weaknesses within
this assessment would have to be within the delivery of the short response
questions. With assuming this is because of a lack of motivation for the
students to explain their answers, this ultimately left most of them with half
credit. With the poor results from the short response questions, those
responses lead us to cover the content in our instructional video to deepen
their understanding of the topic so they would be able to explain them more
thoroughly.

F. While analyzing the assessment results, I think it is imperative to

make adjustments within the delivery of our instruction because
although a majority of the participants scores increased, some stayed
the same and also decreased so there was some confusion
somewhere. If students are confused, it is important to provide them
with different means of instruction if they are not understanding the
original method. Instead of targeting just the short response questions
in our instructional video, we could have also targeted some of those
multiple-choice questions as well to ensure their understanding of
them.

Data analysis of all results for the whole group and individuals
Change in student learning, both as a group and as individuals
(include examples of student work if appropriate)

As stated earlier in the AWS the students improved as a whole group

from the pre-assessment to the post-assessment. The average grade for the
pre-assessment of the cognitive domain was 46.3 points out of 52 as shown
in figure 1.
 28

So as a whole, you can see that there was some positive change in student
learning. The student’s individual performance on the other hand was not as
clear-cut and simple as shown in figure 5.

As you can see in figure 5, some students improved from pre-test to post-
test such as students 1, 2, 3, 4, 7, 8, and 10. However, there are some
student who did not improve from the pre-test to the post test. These
students included 5, 6, 9, and 11. These students did not show an increase
in learning, but a decrease. Again, there are many factors that could play
 29

into this poor grade on the post-test. Perhaps these students have test
anxiety. For example, Students 5 and 9 both got perfect scores of 54 points
on the pre-test. This means they even got the extra credit bonus points as
well. With this fact in mind, it is clear they must have known the content to
get that good of a grade on the pre-test, so they should have done just as
well on the post-test. These students could have been nervous because they
assumed the post test was more important to their grade, so this caused
them to freeze up when taking the post test and over think the questions.
Students could have also felt rushed at the end of class causing them to
guess on some of the answers after a quick glance of the question. There
was also a student who go the exact same grade on the post-test as they
did on the pre-test. This was student 12. This was actually our lowest
scoring student in the class on both tests. This is an especially special case,
and something that must be taken note of for the next unit. There was no
student learning. As a teacher, this should be thought of in the back of your
head for the next unit, to make sure to try to involve the student more in
class participation. Perhaps call on the student when checking for
understanding questions are being used, or even keep a close eye on this
student to make sure they are paying attention during class, so you know
they are understanding the lesson content.

Discussion of reliability and content validity

Adjustments you would make in the future to the assessment,

instructional video, and/or the process

Potential challenges for assessing other domains

Reflection on what you have learned about assessment Peer

assessment of group work