Aiden Poli, Emma Collins, Amanda Squillini, and Samantha Yannuzzi

Dr. MacDonald

Softball: 6th Grade

Fall semester of 2021

Rye Neck Middle School

 Table of Contents

Section 1: Assessment Plan page 3

Section 2: Copies of Assessments page 5

Section 3: Block Plan page 7

Section 4: Analysis of Results of the Whole Class page 11

Section 5: Analysis of Results for Individual Students page 12

Section 6: Trustworthiness page 14

 Section 1: Assessment Plan Overview

ist all Grade-Level Outcomes addressed in your cognitive

ssessment by number and write out the text.

#1 S2.M11.6 Identifies the correct defensive play based on the situation.

2. S1.M21.6 Catches, with a mature pattern, from different trajectories using a variety of
bjects in the varying practice task.

#3. S2.M10.6 Identifies open spaces and attempts to strike objects into that space.

Assessment Format Accommodations

Pre-Test ormal assessment: online quiz Some accommodations that

we could make to the online test
*include a copy hat we created would be
below this table e-writing questions 2 and 4 or
ocus more on them. Another
ccommodation would be to
make our instructional video
horter so the students have
ess information that they need
o comprehend.

Description of We had three GLOs that we based our questions off of. The
Alignment of hree GLOs we had are 1.) S2.M11.6 Identifies the correct
Questions to efensive play based on the situation. 2.) S1.M21.6 Catches,
Outcome(s) with a mature pattern, from different trajectories using a variety
f objects in the varying practice task. 3.) S2.M10.6 Identifies
pen spaces and attempts to strike objects into that space. A lot
f the question on the quiz we had refers to defensive gameplay
S2.M11.6) (questions, 1, 2, 3, and 5 ), catching (S1.M21.6)
questions, 4, 6, 8, and 9), and identifying open space
S2.M10.6) (questions, 5, 10, and 7).
 Data Collection a. How would you make the process of distributing and
Procedures for a ollecting the quizzes efficient?
Gym Setting
Have students start by handing them out to
the first few students and then having them
pass the papers back to their peers behind
them. Collecting the quizzes would be just the
reverse of that. Have students in the back
pass their quizzes up to the front students
and have those students bring the papers to
the teacher.
a. How would you ensure that students do their own
work and that their privacy is protected?
First off, the way that we would ensure that
the students will continue to do their own
work is by constantly scanning the students or
having more than one teacher in the room
checking to see if they are working. How we
would make sure that their privacy was
protected is by again having more than one
teacher making sure that they are not
cheating and by having a rule that if you are
caught cheating, your grade on that
assignment will be significantly affected.

Formative Peer assessments Checks for understanding by

teacher
*include a copy
below this table

Post-Test ormal assessment: online quiz Some different

ccommodations that we could
make to our formative test to
elp each of our individual
tudents would be to have
tudents watch instructional
 ideos about the topic that we
re going over in class. This will
elp students learn the material
hat is being presented in class
much better and helps them to
e thinking of the task outside of
he classroom. Another
ccommodation that could be
made its that we could have
eview sessions during class
me going over things that we
aught in previous lessons. This
an help students keep the
material they are learning fresh
n their minds and better
repare them for the
ssessments.
Section 2: Copies of Assessments

Insert a complete copy of the online quiz

Name of Student: ______________________________________ Score: _____________

Softball Quiz
Domain: Cognitive
Outcome: S2.M11.6 Identifies the correct defensive play based on the situation.
S2.M10.6 Identifies open spaces and attempts to strike objects into that space.
Directions: Choose the best answer for the following true/false (if True, write “T” if false, write
“F”) and multiple-choice questions (1 point each). Write the answer choice on the line next to the
question.
MULTIPLE CHOICE (1 point each):
________ 1. If there is a runner on first, no outs, where should the third baseman throw the ball
to get the lead runner?
a. First base
b. Third base
c. Second base
d. Home
________ 2. If there is a runner on third, one out, and a ground ball is hit to the shortstop, what
should the shortstop do first?
a. Throw to first to get the out at first
b. Check the runner and look them back
c. Immediately throw to home
d. Hold the ball so the runner doesn’t advance
________ 3. A batter is at bat and has hit a fly ball to the shortstop. The shortstop caught the
ball, but the runner on first has already made their way to second base. Where should the
shortstop throw the ball to make the double play?
a. Pitcher
b. First Base
c. Third Base
d. Second Base
________ 4. What happens if the runner leaves the base early? (before the pitch is thrown)
a. They get to advance
b. The play will start over
c. They are out
d. Nothing happens
________ 5. Runner on 3rd base, batter hits a fly ball to centerfield. The center fielder catches
the ball for an out and the runner at 3rd tags up. Where should the center fielder throw the ball to
get the runner out?
a. Center fielder throws the ball to home
b. Center Fielder throws the ball to the pitcher
c. Center Fielder throws the ball to second base
d. Center Fielder throws the ball to 3rd base
TRUE/FALSE (1 point each):
________ 6. TRUE or FALSE: In order to tag up correctly on offense, the runner has to leave
the base and run to the next base immediately.
________ 7. TRUE or FALSE: The timing of a batter’s swing is one of the factors that can
determine the direction that the ball goes on the field (left or right).
________ 8. TRUE or FALSE: If you are a runner on first base and the pitch gets past the
catcher, you can run to the next base.
­________ 9. TRUE or FALSE: You are on first base and your teammate hits the ball. After you
make it to second base, you realize that one of the players has caught the ball while it was still in
the air. You are safe to stay on second base, there is no need to run back to first.
________ 10. TRUE or FALSE: If the batter hits the ball into the foul territory, they are still
allowed to run to first base.

Insert a copy of the formative assessment

Name:____________________ Date:____________
Softball Formative Assessment: Exit Slip for Class (catching day)
Domain: Cognitive
Objectives: S2.M11.6 Identifies the correct defensive play based on the situation.
S1.M21.6 Catches, with a mature pattern, from different trajectories using a variety
of objects in the varying practice task.
Directions: Answer questions in full by writing the answer in the space below the question. Each
question is worth 2 points.

1. What are the cues for catching?

2. How many players are on the field at a time?

3. What is the position number for the short stop?

Insert link to instructional video

https://www.youtube.com/watch?v=hLygnEZivAM&t=1s
Section 3: Block Plan
Day 1
Outcome (s):
S2.M11.6 Identifies the correct defensive play based on S1.M2.6 throws with a mature pattern for distance or
the situation (e.g., number of outs).
Content focus: general knowledge/basic
information
Fitness/physical activity component:
students will gain an understanding of the
basic rules and positions of softball.
Assessment: Pre-Assessment
Day 3
Outcome (s):
S1.M21.6 catches, with a mature pattern, from different
trajectories using a variety of objects in a varying
practice task
Content focus: catching
Fitness/physical activity component:
students will learn the cues for catching
(step, two hands, cover) and the critical
elements. (step toward the throw and catch
Day 2
Outcome (s):
power appropriate to the practice task.
Content focus: throwing
Fitness/physical activity component:
students will learn the cues for throwing
(step, back to front, follow through) and the
critical elements. (weight transfer, step in
opposition, full frontal rotation, elbow lead,
and follow-through) students will practice
the skill throughout the lesson.
Assessment: Checklist
Day 4
Outcome (s):
-Strikes a pitched ball with an implement with force in
a variety of practice tasks. (S1.M20.6)
-Transfers weight with correct timing for the striking
pattern. (S1.M15.6)
Content focus: striking
Fitness/physical activity component:
students will learn the cues for striking
(step, swing, follow-through) and the
critical elements. (grip, step in opposition,
swing, trunk/hip rotation, and follow
with two hands) students will practice the through) students will practice this skill
skill throughout the lesson. throughout the lesson.

Assessment: Peer assessment Assessment: Teacher observation/

Formative Assessment

Day 5 Day 6

Outcome (s): Outcome (s):

S2.M10.6 Identifies open spaces and attempts to strike S2.M11.6 identifies the correct defensive play based
object into that space. on the situation.

Content focus: offense Content focus: defense

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

students will learn offensive tactics such as students will learn defensive tactics such as
bunting and stealing. Students will learn how placement of fielders and strategies to get 3
and when to use these tactics. outs the fastest. Students will learn how
and when to use these tactics.

Assessment: Peer assessment with

checklist Assessment: Teacher observation
 Day 7 Day 8

Outcome (s): Outcome (s):

S2.M10.6 Identifies open spaces and attempts to strike
object into that space.
S2.M11.6 identifies the correct defensive play based on
the situation.
S4.M5.6 cooperate with small group of classmates
during adventure activities, gameplay, or team-building
activities.
S4.M4.6 accepts differences among classmates and

Content focus: game-like physical development, maturation, and varying skill

situations/strategies levels by providing encouragement and positive
feedback.

Fitness/physical activity component:

students will practice the offensive and Content focus: small sided game play
defensive tactics learned in the last two
classes. They will practice these in situational
drills to prepare for small-sided gameplay. Fitness/physical activity component:
students will use all of the skills and
strategies learned throughout the unit and
Assessment: Teacher observation with a put them into a small sided game.
checklist

Assessment: Post-Assessment
Section 4: Analysis of Results of the Whole Class

Address the four questions in the directions for AWS.

1. Our group’s instructional video was based on our pre-assessment specifically.
Due to a higher average score than predicted, we used the information given
to us by google form responses to calculate the questions in which less than
70% of students got correct. This broke down the content into 5 questions
that students struggle with, all of which were covered in the instructional
video created. The focus of those 5 questions were defensive situations
regarding the shortstop and offensive situations such as leading off of the
base before a hit and tagging up. All of these questions regarding the
situations just listed had less than a 70% correct rate, so with that being
said, our instructional videos went over situations on both offense and
defense. These include where to throw the ball when to run, and some
general information that was added such as why certain components matter,
such as the number of outs in an inning. The students performed well on the
pre-assessment in the areas of the general rules of softball. For example, the
question on the topic of base stealing, 84.6% of the students knew and
chose the correct answer (11/13). Students meet that specific outcome since
they understood the questions being asked and answered them correctly.

2. On the post test, students performed better than the pretest, as expected.
According to the data collected, the average for the pretest was 7.46. When
the post test was conducted, the scores averaged out for a score of 8.76.
This shows improvement from students. Considering the individual scores of
the pretest versus the posttest, five students that had not achieved a 10/10
on the pre-test, had scored a perfect score on the post-test. The number of
students in the pretest who achieved a perfect score was 2, and the number
of students who achieved a perfect score on the posttest was 7. The range
from the pretest and posttest also decreased. Originally, the range in the
pretest was seven and in the posttest the range was five. The standard
deviation for the data collected in the pre-test was 2.066. As the scores
improved from each individual, the standard deviation of the posttest scores
dropped to about 1.69. Two students scored the same on both the pretest
and the posttest, however, the other 11 students all improved.

3. Figure 1: Cognitive Test

Results: Softball Unit
Assessment Data
Figure 2: Cognitive Test Results: Softball Unit Assessment Data by Questions

4. The performance of the class as a whole shows changes in learning towards

improvement with only 2 students not making any changes in their scores.
The calculations provided above in Figure 1 demonstrate the improvement of
11 out of 13 students. For two out of 13 students, there’s score for the
pretest and posttest were the same. While Covid restricted our
acknowledgment of the psychomotor grade level outcomes, based on the
scores of the pre-and posttest, students for the most part achieved the grade
level outcomes provided in the block plan and for the cognitive assignment.
The grade level outcomes for the cognitive assignment was based on finding
offensive strategies and being able to identify the correct defensive strategies
in a stated situation. Due to the improvement on scores for the 11 out of 13
students, we can state that for the majority of the class improvement has
taken place in the cognitive information of the softball unit and the scores
have improved. The two lowest scores are the ones that did not improve.
These were also our outliers.

Section 5: Analysis of Results of Individual Students

Address the two questions in the directions for AWS.

1. Each individual student either stayed the same or progressed from the
pre-test to the post-test. There were some outliers in both the pre and
post tests. The reason for some of these outliers in the pre-test can be
due to the students lack of knowledge before being taught the
material. Looking back at figure 1, Colin and Rachel were two students
 who got a 50% or below on the pre-test. This can simply be because
they do not know much about softball. Also looking at figure 1, Levi
and Joseph both got 100% on the pre-test. Scoring these results
before being taught the material can simply mean that they have
played softball before or just have the knowledge of the game. In the
post-test there were also outliers and this can be due to students who
either did not take the post-test seriously or just were not able to
translate the information learned to the post-test. For example, Rachel
and Kyle did not progress from the pre to the post test, they stayed at
the same number. There are also outliers on the other end that got
100% correct on the post test. 7 out of 13 students got 100% on the
post test, this number is much greater than the pre test(2 out of 13).

2.
Section 6: Trustworthiness

1. This assessment touched on all of the trustworthiness

components. Our sources were valid and we were able to obtain
the exact data that was needed. The data for this assessment
was reliable; we had the same people take both the pretest and
the posttest and they were given the same questions. The data
was valid because it all accurately corresponds and the same
measurements were taken between the pretest and the posttest.
The pretest was a way to see where the students' knowledge on
softball was at that time. The post test was given as an
opportunity to show that the students had improved after given
more instruction and information. The objective was the
students' improvement from one test to the other. Some
strengths of the assessment included it being very
straightforward, the questions being along the lines of common
knowledge and various types of questions such as multiple
choice and true/false. Some weaknesses of the assessment
include some of the questions being too specific and with some
students having trouble in the pretest and they could be
confusing to students who know nothing about softball and were
not taught any kind of softball unit. It could be improved by
asking different types of questions to find out how much of the
basics students know or by asking questions that go more
hand-in-hand so students are able to think more about the sport
as a whole and how it all comes together.
2. Based on the assessment results there are adjustments that can
be made as far as planning and instruction. One main thing that
would help would be to go over the topic more thoroughly in the
first place. If students are thrown into a topic, they will not be
successful. However, if the topic is gone over properly and
students are able to ask questions, ask for help and get the
opportunity to spend more time on the topic, they will be more
successful. Softball isn't as common as football or baseball so it
would be fair to assume it is a unit that needs more time
dedicated to it. Also, if students are given the chance to spend
more time on this unit, they may have room to learn more
things rather than cram certain topics into a certain period of
time. The planning can be spread out more and as far as
instruction, time time can be dedicated to the unit as a whole.