Wednesday, May 5, 2010

NASPE Standard 5: Impact on Student Learning

Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

Element 5.1: Select or create appropriate assessments that will measure student achievement of goals and objectives.
Artifact: Teacher and Peer Psychomotor Pre-Assessments and Cognitive Pre-Assessment

Date: Spring 2010


In Statistics Assessments in Physical Education, my team had to create and implement a pre and post assessment of the students' lacrosse skills. My partner and I were in charge of the pre-assessment. Together we created a lesson plan, a peer assessment, teacher psychomotor assessment, and a cognitive assessment. Our lesson went very smoothly and we were able to collect the data necessary to pre-assess our students. After the post assessment was done, we used a t-test and standard deviation to interpret our data. We found that the improvement between the pre-assessments and post assessments was significant. We were also able to calculate the students who were two standard deviations below the mean which is important because we could then make specific adaptations to help the students struggling develop their skills.

This shows my ability to utilize the correct assessments and use them to help students improve their current skill level. Each classroom is going to have a variety of students at a variety of skill levels. Through pre-assessment, I will be able to see what level each student is at so I can plan appropriate challenges and adaptations.

Using assessments is vital for physical educators. Without assessments we cannot show student learning occurs in our gymnasiums and we can’t ensure student success.

Element 5.2
: Use appropriate assessments to evaluate student learning before, during, and after instruction.
Artifact: Physical Education Curriculum: Plan and Practice curriculum project assessment report.
Date: Fall 2010
In the course Physical Education Curriculum: Plan and Practice, I worked with a partner to create a physical education curriculum for the overhand throw for grades K, 2, 4, and 6. We had to pre-asses students in a fourth grade physical education class. We taught two lessons and we conducted a post-assessment. We took data and organized it to see if we could show student improvement. We were very happy to see that most of the students in the class did show improvement.
In order to successfully conduct pre-assessments and post assessments we first created assessments that measured the aspects of the overhand throw that we were focusing on. We organized the raw data using graphs and mathematical equations to prove student learning occurred.
This is extremely important for physical education teachers because when you need to justify your program to a supervisor you have statistical data that demonstrates that students in your class are learning. This type of data if properly organized is very difficult to dispute.

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