Bowling

Mr. Morabito
Mr. Schlott
 Agenda

LESSON OBJECTIVES ASSESSMENT DATA RELIABILITY GRAPHIC STUDENT CHANGES QUESTIONS AND
FOR BOWLING TOOLS EXPLANATION OF OVER TIME CLOSURE
DATA
Overall Objectives and Standards
Domain Objectives Standards Assessment
Tool Used
Student will be able to NYS: 1A Check List
Psychomotor use proper bowling National: S1.H1.L2
technique 3 out of 5
times.

In an Exit Slip students NYS: Exit Slip

Cognitive will identify correct game National:S2.H1.L1
play procedures.

Students will utilize NYS: 2C Check List

Affective spatial awareness when National: S4.H5.L1
rolling the ball down the
lanes.
Psychomotor: Description
● students split up into groups of 3.
● One student bowled, another set up the pins, and the third would
wait to rotate in.
● Each student would bowl three times before rotating.
● The teachers visually observed the students using a checklist
 Psychomotor Checklist
Student Swings arm back Bends knees Steps in Releases ball Follows through
opposition low to the ground

Y N Y N Y N Y N Y N

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12
Psychomotor Data
● Mean
○ pre test = 3
○ post test= 4
○ percent increase=
26%
Psychomotor Data Analysis
● 2 students were absent for the post test and therefore have no data
available for that test.
● Most of the students who participated in both the pre and post test
improved in the post test.
● The reason three students did not improve is that they scored a
perfect 5 in both the pre and post tests
Cognitive Description
● Exit slip
● 4 multiple choice questions.
Cognitive Exit Slip
 Cognitive Data
● Mean
○ pre test= 2.2
○ post test= 2.8
○ percent increase=
24%
Cognitive Data Analysis
● 2 students were not present for the post test
● Each student who was present for both test saw an increase by at
least 1 and at most 2
Affective Description
● Students were observed by the teachers
● Checked to make sure students were giving the bowler in each
group adequate space.
Name: Keeps distance from bowler

Affective Checklist
Y N

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12
 Affective Data
● mean
○ pre test= .5
○ post test= .8
○ percent increase=
30%
Affective Data Analysis
● 2 students were not present for the post test
● 5 students did not give enough space during the pre test
● All students who were present for the post test gave adequate
space to the bowler
Grading Rubric
Improving our assessments
In addition to teacher observation, peer and self assessment would’ve
allowed the students to think about the criteria involved in the skill.
While we used a checklist that lets us see if the component of the skill
is absent or not. A rubric or rating scale lets us see a value of each
component of the skill.
If we increase the number of pins and decreased the distance to them.
It would allow for the freeing of the degrees of movement rather than
constricting them. Which would then give us a more accurate (Valid)
assessment.
Report Card
Questions
Thank you for participating in our assessment!
We hope you have increased your performance and understanding of
this skill.
Does anyone have any further questions?
Have a great Weekend!