Rock Climbing Unit

Assessments

With: Claudia Owen

Matthew Jensen
Mayson Phillips
Karlee Weeden
Today’s Agenda
- Assessment Information - Psychomotor Assessment
- Data Trustworthiness - Affective Assessment
- Reliability - Fitness and Physical Activity
- Validity
-
Assessment
Objectivity
- Practicality - Unit Grading
- Authenticity - Reflections and Suggestions
- Pre and Post Assessments for better learning
- Questions
Cognitive Assessment Information

This assessment was

split up into sections
on equipment, safety,
and muscle
movements. All of
these aspects of rock
climbing are important
in being
knowledgeable about
this type of activity
Grade Level Outcomes for Cognitive Assessment
- Grade Level Outcomes for Cognitive Assessment
- Standard 2: S2.M13.6 Makes appropriate decisions based on the weather, level of difficulty
due to conditions or ability to ensure safety of self and others.
- Standard 3: S3.M5.6 Participates in a variety of lifetime recreational team sports, outdoor
pursuits or dance activities
- Standard 3: S3.M2 Participates in self selected physical activity outside of physical education
class.
- Standard 3: S3.M14.6 Identifies major muscles used in selected physical activities.
Trustworthiness of the Cognitive Assessment
Reliability: This assessment is reliable because it assesses students on real life rock
climbing knowledge. It is very consistent.

Validity: This assessment measures knowledge and observations. It is based on valid

information.

Objectivity: This assessment is valid because the questions are all critical to learn
during the rock climbing unit. Another teacher can take the quiz and use it to teach a
unit on rock climbing as well.

Practicality: This assessment is practical because it is quick and the scoring is easy.
The scoring is based off of skills that were either presented or not presented.

Authenticity: The questions within this quiz are as close to true life rock climbing as
they can be for this grade level. Each question and answer are relevant for both indoor
and outdoor rock climbing, exemplifying its authenticity.
 Pre-test
Many students did well on the pre-test, as 50%
scored a 10/10. Another 43% of students
scored an 8 or 9 out of the possible 10 points.
This assessment was a great way for our group
to see how knowledgeable students were on the
sport of rock climbing. A couple of the questions
students got wrong were in the beginning of the
quiz and they were about equipment used in
rock climbing. The big question students had a
hard time with was number 10 and it asked
what muscle group does the most work in
climbing. From collecting this information, our
group was able to make an effective
informational video to help students with the
post-test.
Post-test
The post-test received better results for almost
every student that didn’t already receive a
100% on the pre-assessment. The question
with the largest decrease in incorrect answers
was also the one with the largest amount of
incorrect answers to begin with, on which
muscle group is used the most when climbing,
with the correct answer of legs. There was also
a small increase on the equipment questions
regarding the harness and carabiner. This
increase in learning occurred because after the
pre-test, we as educators knew which aspects
of each section of the quiz to emphasize the
most when creating our lesson for the unit.
 Psychomotor Assessment
This psychomotor assessment is
for the beginning of the rock
climbing unit. This assessment
is an assessment to see where
all the student are at the
beginning of the rock climbing
unit and what they might have to
work on based of of climbing
skills, climb height and
endurance, and the bouldering
wall.
Yes No
Climbing Skills:
Student demonstrates balance, strength
and control while climbing up and down the
rock wall.
Climb Height and Endurance:
Student demonstrates they can climb up
and down the wall by challenging
themselves by pushing themselves to go
upward until they can’t go anymore.
Bouldering Wall:
Student is able to climb from one side of the
bouldering wall to the other side without
losing balance, control or strength.
Trustworthiness of the Psychomotor Assessment
Reliability: This assessment isn’t that reliable because it is very vague and not straight to
the point. For a pre assessment of psychomotor it works because it is just a checklist of what
students have to focus on during the unit.

Validity: This assessment is valid because it covers the skills that should be included in the
rock climbing unit.

Objectivity: This assessment is valid because if two teachers were to observe the same
actions they would be able to see yes or no if that specific skill was present.

Practicality: This assessment is valid because it has skills the students learn in class and
can be used in a class setting.

Authenticity: This assessment is valid because it can be used in real life other than in the
classroom.
 Psychomotor Assessment

This rubric is the

psychomotor
assessment for the end
of the rock climbing unit.
This scores the students
based off of three skill
categories, climbing
skills, the height and
length of their climbs,
and their climbs along
the bouldering wall with
no harness.
Grade Level Outcomes for Psychomotor Rubric
Standard 1: Demonstrates competency in a variety of motor skills and movement
patterns.

- Outdoor Pursuits: S1.M22.6- Demonstrates correct technique for basic skills

in 1 self-selected outdoor pursuit.
- Individual Performance Activities: S1.M24.6- Demonstrates correct skills in 1
self-selected individual-performance activity.
 Trustworthiness of the Psychomotor Rubric
Reliability: In assessing students with this rubric, if scoring them during two separate
classes, those scores should be relatively the same, displaying reliability. A weakness with
this rubric during this unit may be the time of day it is held for students. If some students
have PE first thing in the morning they may feel more fatigued and perform at a lesser level
than those who perform after eating lunch later in the day.

Validity: Validity is about having an accurate assessment. In this case, the rubric is
assessing the rock climbing skills that were taught throughout this unit. The test is valid and
scoring relevant information of skills taught.

Objectivity: Any 2 physical education teachers would be able to score a student the same
based off of this rubric because off the four levels of three specific concepts without bias.
Due to the specificity of the skills within the rubric, there is not much weakness or room for
personal opinions rather than looking for certain skills to be demonstrated.
 Trustworthiness of the Psychomotor Rubric con’t

Practicality: As long as everyone is assessed with approximately the same amount of time
and resources to learn and practice the skills, this is a very practical rubric. A weakness
within this might lie with the amount of time given to students who may seem to need extra
help. Physical Education class is only at specific times per week, so if a student needs more
help than someone else, they may not feel they had adequate time to practice and feel
confident in performing for the scoring with this rubric.

Authenticity: This rubric scores students as closely to a real life setting as possible. It has
multiple factors in order to look at different aspects of the skills that can be related to rock
climbing out in the real world. The only thing that could make this more authentic would be a
climbing wall that more closely resembles an actual rock wall that professional climbers
might scale climbing up a mountain, but this is only the beginning of their climbing
endeavors!
 Affective Assessment
This affective assessment Elements of Contributed Encouraged Used Followed all
is for the end of the rock Cooperation Ideas Others equipment of the Rules
climbing unit. This safely
assessment helps
students and teachers to
see if the listed elements
of cooperation were Name:
shown throughout the
unit. If the elements were Student 1
shown, then they would
be checked off for the Student 2
student and if they were
not then the box would be
Student 3
left blank. This also, helps
give the student an idea
of what they might need Student 4
to work on, affectively,
going forward. Student 5

Student 6
 Grade Level Outcomes for Affective Checklist

Standard 4: Individual exhibits responsible personal and social behavior

that respects self and others.
- Personal responsibilities: S4.M2.6 Identifies and uses appropriate
strategies to self-reinforce positive fitness behaviors, such as positive
self-talk.
- Safety: S4.M7.6 Uses physical activity and fitness equipment
appropriately and safely, with teacher’s guidance.
 Trustworthiness of the Affective Checklist
● Reliability: The assessment is reliable because it is consistent and
can be replicated.
● Validity: This assessment is valid. This assessment measured skills
that were observed. It is based on the information and because it is
reliable.
● Objectivity: This is a form of reliability. In this case, if two teachers
assess the same result could be found. Although, there’s also the
chance of each teacher seeing something different between the same
student and not counting a skill that the other saw.
● Practicality: This assessment is practical because you can take it in a
class setting and it is based off of all the information students learned.
● Authenticity: This test is authentic because it assesses skills that
could be used in rock climbing in real life.
 PHYSICAL FITNESS ASSESSMENT

Fitness assessments are

used to measure aspects of
a students body and its
abilities. A physical fitness
assessment includes
measurements of body
composition, muscular
fitness, and assessments of
what the body can do. This
assessments wants to see
the results of how well a
student is doing physically or
how in shape they are. Other
assessments tests the
knowledge a student has on
rock climbing but this one
tests how well one is doing
physically.
 GRADE LEVEL OUTCOME FOR PHYSICAL FITNESS ASSESSMENT

STANDARD 3: DEMONSTRATES THE KNOWLEDGE AND SKILLS TO ACHIEVE AND MAINTAIN A

HEALTH ENHANCING LEVEL OF PHYSICAL ACTIVITY AND KNOWLEDGE

FITNESS KNOWLEDGE:

- S3.M8.6: SETS AND MONITORS A SELF-SELECTED PHYSICAL ACTIVITY GOAL FOR AEROBIC

AND/ OR MUSCLE-AND BONE STRENGTHENING ACTIVITY BASED ON CURRENT FITNESS

LEVEL.

ENGAGES IN PHYSICAL ACTIVITY:

- S3.M5.6: PARTICIPATES IN A VARIETY OF LIFETIME RECREATIONAL TEAM SPORTS,

OUTDOOR PURSUITS, OR DANCE ACTIVITIES.

 TRUSTWORTHINESS OF PHYSICAL FITNESS
ASSESSMENT
● Reliability: In assessing students with the questionnaire, if times
recorded are similar, that shows reliability.
● Validity: Incorporating a chart to find a students BMI is an example of
validity. The chart has valid data.
● Objectivity: Physical education teachers will be able to tell where a
student stands in regards to their physical fitness test by the results of
their questionnaire.
● Practicality: Every student will be given the same assessment to fill
out.
● Authenticity: Asking students questions about their state of physical
fitness is essential for their health and finding if they are in good
standing.
Determining Unit Grades
- There is a pre and post assessment grade for psychomotor skills.
- Meaning there is a grade based on improvement incorporated into the psychomotor grade.
- All assessment grades will be shared privately with students as well as
parents, allowing all to come forward with concerns if necessary.
- Affective assessment includes participation, attendance/dressing for class,
and attitude towards learning.
- Each to be reported to students and parents.

- The climbing knowledge quiz is part of the 20% Cognitive Assessment, The
fitness assessment hits that 10% of the grading scheme, Affective Checklist is
another 20%, while the Psychomotor Assessments make up the 50%.
 Reflections and Suggestions
Psychomotor Assessment 1- Is a good pre assessment but it could be made more
in depth with the skills they have to observe.

Psychomotor Assessment 2- Very good post assessment for the psychomotor

aspects of rock climbing.

Cognitive Assessment- The cognitive assessment showed that after the students
learned the materials the assessment had better results.

Affective Assessment- This is a very good assessment of the affective domain in

rock climbing because it gives multiple aspects to look for in the affective domain.
Questions?