Assessment Plan

Assessment Plan Topic: Team Handball Teachers: Morgan Bloyer and Kay Kay Martinez I.

Formative Assessments: a. Psychomotor Pre/Post Assessment: 1. National Standards: ​Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. 2. National Grade Level Outcome(s): ​Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).(S1.H1.L1) 3. Colorado Standards: ​Standard 1: Movement Competence and Understanding in Physical Education a. Combine and apply movement patterns from simple to complex to participate successfully in aquatic, rhythms/dance, combatives, outdoor adventure activities, and variety of lifelong sports and games (DOK 1-3) 4. District Standards: 5. Unit/lesson objectives:​ ESWBAT demonstrate correct cues for the three skills: overhead pass, catching, and chest pass during the small sided games of handball. 6. Overview/Description of the Assessment Task (Activity in which the assessment is set): Students will be participating in a small sided game of handball with a team of 4-5 other students. 7. Context of Administration of Assessment (When, where, and how is it implemented in the lesson): ​On October 15th, 2018 at Greeley Central High School, in the main gym, the students will participate in a pre-psychomotor assessment. While the students are participating in a small sided game of handball, the teachers will assess by using the rubric below. The students will not be aware of the assessment occuring. The post assessment will be implemented into the summative assessment. 8. How does this assess the psychomotor domain? ​The psychomotor domain refers to the physical aspects of learning. This assesses what students are able to do after they have learned the cues for the three main skills used in team handball: overhead pass, catching, and chest pass. If they are able to follow the cues on their own then they are demonstrating that they are able to perform that motor activity. 9. Assessment tool administration and scoring directions (explain so a substitute teacher could do it): ​While students are participating in the small sided game of handball, walk around with the

gradebook roster below on a clipboard with a pencil. While walking around the gym look for the cues numbered below; if the students are performing 0-1 out of the 3 cues consistently they would earn a 1, 1-2 cues earns a 2 and 2-3 cues earns a 3. 10. Rubric/Assessment Tool (create below): 1.

b. Cognitive Formative Assessment

1. National Standards: ​Standard 2:​ ​The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. 2. National Grade Level Outcome(s): ​Uses strategies and tactics effectively during game play in net/wall and/or target games. (S2.H5.L1) 3. Colorado Standards: ​Standard 1. Movement Competence and Understanding in Physical Education b. Explain and demonstrate offensive, defensive and transitional strategies in lifelong sports and games. (Level 1) 4. District Standards: 5.

Unit/lesson objectives: ​ESWBAT know different tactics to improve their game/ team handball when assessed with plickers during closure.

6. Overview/Description of the Assessment Task (Activity in which the assessment is set): Students will participate in a normal game of team handball. 7. Context of Administration of Assessment (When, where, and how is it implemented in the lesson): ​On October 24th, 2018 at Greeley Central High School, in the main gym, the students will be assessed on their knowledge of strategies/ tactics of team handball. Before the end of class, students will use plickers to answer questions about the strategies/tactics. 8. How does this assess the cognitive domain? ​The cognitive domain is the mental skills that the students have. These questions assess whether or not they can identify what the cues for these team handball strategies/tactics. This is to know not just if they can perform the cue but, understand it and recognize it. 9. Assessment tool administration and scoring directions (explain so a substitute teacher could do it): ​The students will be given their plickers that are assigned to them. The students should be reminded about how to hold the Pickers to achieve the answers that they are wanting. The students will be standing in a U shape form. The teacher will hold up two papers: one with the question and one with the answer. The teacher will continue holding up the answer paper while beginning to scan the students answers. This will happen for each question. Once all of the questions are answered they the students will place their plickers in a pile in the center for closure. 10. Rubric/Assessment Tool (create below): Plicker Questions: 1. What is the first cue for an overhand pass? a. Follow through

b. Arm behind head c. Shoulder to target 2. What is the first cue you should do to block a shot? a. Reaching to the sky b. Ready position c. Jump after shooter jumps 3. How many steps can you take in handball? a. b. 2 c. 3 d. 4 Key: 1. C 2. B 3. B c. Affective Formative Assessment 1. National Standards: ​Standard 4:The physically literate individual exhibits responsible personal and social behavior that respects self and others. 2. National Grade Level Outcome(s): ​Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance. (S4.H2.L1) Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1) 3. Colorado Standards: ​Standard 3: Social Emotional Wellness d. Demonstrate collaboration, cooperation, and leadership skills f. Implement cooperative learning strategies to achieve group goals 4. District Standards: 5. Unit/lesson objectives: ​ESWBAT cooperatively work with their team during game play. 6.

Overview/Description of the Assessment Task (Activity in which the assessment is set): Students will participate in four corner team handball. Students groups will be mixed up after every round to work on team cooperation and communication with others.

7.

Context of Administration of Assessment (When, where, and how is it implemented in the lesson): ​On October 26th at Greeley Central High School, in the main gym, the students will be assessed on how they felt they participated with their teammates and classmates. Before the end of class, the students will use Plickers to answer the questions listed below.

8.

How does this assess the affective domain? ​These questions measure the state of the students’ social and personal behaviors.

9. Assessment tool administration and scoring directions (explain so a substitute teacher could do it): ​The students will be given their plickers that are assigned to them. The students should be reminded about how to hold the Pickers to achieve the answers that they are wanting. The students will be standing in a U shape form. The teacher will hold up two papers: one with the question and one with the answer. The teacher will continue holding up the answer paper while beginning to scan the students answers. This will happen for each question. Once all of the questions are answered they the students will place their plickers in a pile in the center for closure. 10. Rubric/Assessment Tool (create below):

Criteria

3

2

1

Communication

Consistently

Sometimes

Rarely to never

communicates with

communicates with

communicates with

classmates.

classmates.

classmates.

Consistently working

Sometimes works with

Rarely to never works

with team

team

with team

Consistently engaged

Sometimes engaged

Rarely to never

and participating

and participating

engaged and

Team Work

Engagement

participating

1. Did ​you​ communicate with your team? a. Always b. Sometimes c. No

2. Did ​your team​ use a specific strategy or tactic? a. Yes b. Kind of c. No 3. Did ​you​ participate with your team? a. Yes b. Sometimes c. No 4. Were ​you​ engaged in the four corner handball game? a. Yes b. Sometimes c. No II. Summative Assessment (Design a summative or culminating assessment performance or product that engages students and demonstrates their ability to apply knowledge and skills in a setting that is realistic to the activity and to the achievement of the unit standards and goals. 1. National Standards: ​Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2:​ ​The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 4:The physically literate individual exhibits responsible personal and social behavior that respects self and others. 2. National Grade Level Outcome(s): ​Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).(S1.H1.L1) Uses strategies and tactics effectively during game play in net/wall and/or target games. (S2.H5.L1) Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance. (S4.H2.L1) Uses communication skills and strategies that promote team or group dynamics. (S4.H3.L1) 3. Colorado Standards: ​Standard 1: Movement Competence and Understanding in Physical Education

a. Combine and apply movement patterns from simple to complex to participate successfully in aquatic, rhythms/dance, combatives, outdoor adventure activities, and variety of lifelong sports and games (Level 1) b. Explain and demonstrate offensive, defensive and transitional strategies in lifelong sports and games. (Level 1) Standard 3: Social Emotional Wellness d. Demonstrate collaboration, cooperation, and leadership skills f. Implement cooperative learning strategies to achieve group goals 4. District Standards: 5. Unit/lesson objectives: ​ESWBAT demonstrate correct cues for the three skills: overhead pass, catching, and chest pass during the small sided games of handball. ESWBAT know different tactics to improve their game/ team handball when assessed with plickers during closure. ESWBAT cooperatively work with their team during game play. 6. Overview/Description of the Assessment Task (Activity in which the assessment is set): Students will be participating in a round robin style tournament of normal team handball. 7. Context of Administration of Assessment (When, where, and how is it implemented in the lesson): ​On October 31st, 2018 at Greeley Central High School the students will be assessed on their psychomotor, cognitive, and affective skills. There will be two, possibly three, different courts to play on. During this time the psychomotor assessment will take place. At the end of the lesson before closure is when the cognitive and affective assessment will be implemented. 8. Which domains does this assessment cover (should be all three): ​The domains covered are psychomotor, cognitive, and affective. 9. How does this assess the domains above? ​This assessment covers the psychomotor by assessing if they are able to demonstrate the cues. It covers the cognitive domain by assessing their knowledge of the cues and the affective domain, by assessing their social behaviors. 10. Assessment tool administration and scoring directions (explain so a substitute teacher could do it): ​While students are participating in the round robin tournament style for team handball, walk around with the gradebook roster below on a clipboard with a pencil. While walking around the gym look for the cues numbered below; if the students are performing 0-1 out of the 3 cues consistently they would earn a 1, 1-2 cues earns a 2 and 2-3 cues earns a 3. At the end of the lesson the students will be given their plickers that are assigned to them. The students should be reminded about how to hold the Pickers to achieve the answers that they are wanting. The

students will be standing in a U shape form. The teacher will hold up two papers: one with the question and one with the answer. The teacher will continue holding up the answer paper while beginning to scan the students answers. This will happen for each question. Once all of the questions are answered they the students will place their plickers in a pile in the center for closure. 11. Rubric/Assessment Tool (create below):

Plicker Questions: 1. What is the first cue for an overhand pass? a. Follow through

b. Arm behind head c. Shoulder to target 2. What is the first cue you should do to block a shot? a. Reaching to the sky b. Ready position c. Jump after shooter jumps 3. How many steps can you take in handball? a. 3 b. 4 c. 2 4. Did ​you​ communicate with your team? a. Always b. Sometimes c. No 5. Did ​your team​ use a specific strategy or tactic? a. Yes b. Kind of c. No 6. Did ​you​ participate with your team? a. Yes b. Sometimes c. No 7. Were ​you​ engaged in the four corner handball game? a. Yes b. Sometimes c. No Key (#1-3): 1. C 2. B 3. A Rubric for #4-7:

Criteria

3

2

1

Communication

Consistently

Sometimes

Rarely to never

communicates with

communicates with

communicates with

classmates.

classmates.

classmates.

Consistently working

Sometimes works with

Rarely to never works

with team

team

with team

Consistently engaged

Sometimes engaged

Rarely to never

and participating

and participating

engaged and

Team Work

Engagement

participating