Randall Middle School CORTLAND, NY Grade: 7th grade Unit: Basketball Focus: Chest Pass LaVese Gilchrest, Luke Lospitalier, Jaelin Mott, Zacharias Horst
INSTRUCTOR INTRODUCTION Miss Gilchrest Mr. Lospitalier 7th grade Physical Education 7th grade Physical Education Teacher Teacher Graduated from SUNY Graduated from SUNY Cortland Cortland Varsity Girls Soccer Coach Varsity Baseball Coach lavese.gilchrest@corland.edu luke.lospitalier@corland.edu
INSTRUCTOR INTRODUCTION Mr. Horst Mr. Mott 7th grade Physical Education 7th grade Physical Education Teacher Teacher Graduated from SUNY Cortland Graduated from SUNY Cortland Varsity Boys Soccer Coach Varsity Boys Basketball Coach zacharias.horst@corland.edu jaelin.mott@corland.edu
Slide 5 & 6: Psychomotor Objective Slide 7 & 8 :Cognitive Objective Slide 9: Assessment & Collection Procedure Presentation Slide 10 & 11: Data Trustworthiness Slide 12: Psychomotor Assessment & The Agenda Meaning Slide 13: Cognitive assessment & The Meaning Slide 14: Change in Student Learning Slide 15: Reflection & Suggestions Slide 16: Any Questions ? Slide 17: Final Message
Objective: Students will be able to chest pass the basketball 7/10 times to a Psychomotor partner with proper form. Objective NYS Standards: Standard 1a- Skills National Standards: Standard 1- Skills LaVese Gilchrest
The assessment was done by using this checklist. Every teacher was responsible for observing the students and assessing them by seeing if they hit each critical element of executing a chest pass. We watched the students for about 4 minutes.
Objective: By the end of class, students will be able to write down 3 cues for making a Cognitive chest pass. Objective NYS Standards: Standard 1A- Skills National Standards: Standard 2- Knowledge LaVese Gilchrest
We had the students line up across from a partner and complete at least 10 Assessment chest passes. We used a psychomotor checklist & during the chest passing drill, checking Collection off the critical elements were present or not. Procedures At the end of class, we gave the students an exit slip, as our check for understanding. Jaelin Mott
Psychomotor Assessment Trustworthiness •Reliable? Yes it is reliable since we used the same criteria for both the pre and post assessments. •Valid? Yes it was valid since our data was consistent throughout the pre and post assessments. •Objective? Yes, it was fair and without bias because we had 4 teachers collect the data and found similar results for each student. •Practical? Yes it was feasible because our required equipment needed for the lesson was easy to obtain. We were able to observe and collect our assessments within the given timeframe without complications or lack of task on time. •Authentic? It wasn’t as authentic as it could have been because the assessment was not taken in a game-like situation. Jaelin Mott
Cognitive Assessment Trustworthiness •Reliable? We used the same questions on the pre assessment and the post assessment exit slip therefore, our data is reliable. •Valid? It was accurate because it was consistent throughout both assessments. •Objective? Our pre-test and post-test was fair because our exit slip was relatable to the information the students had learned in the lesson. •Practical? The cost was minimum as well as it was very easy to administer and only required paper and pencils. •Authentic? The assessment questioned the students on game like situation strategies.
Psychomotor Assessment & Meaning Meaning -Every student besides one improved in the psychomotor objective. - Jon Carlo’s score did not improve because he hit all the critical elements needed for chest pass in his pre-assessment - Vinny and Keven improved the most from the pre-assessment to the post-assessment, they had an 80% increase. - Each student improved by at least 1 critical element Luke
Cognitive Assessment & Meaning Meaning- Every student showed improvement in the cognitive domain. The post-assessment compared to the pre-assessment was significantly better. - 6 students who all had the lowest scores, all went up 60% on the post assessment. - 3 students were able to score 100% on the post assessment. - Nobody on the post assessment scored lower than an 80%, this was a big Luke improvement .
Our change in student learning can be derived ● from observing and analyzing the data we have collected from both the psychomotor and cognitive assessments. Change in As clearly annotated from the graphs, 100% of the ● students increased their score in the cognitive Student domain, and 100% of the students increased OR had the same score in the psychomotor domain(Student 4 was assessed meeting all the learning criteria possible in both the pre and post assessments.) In conclusion, based on our pre and post ● assessments, we had a 100% positive change in student learning which contributed to the success of our lessons and instruction. Zach Horst
Give more specific feedback ● Restate the cues more frequently ● Reflections Check for understanding more ● ofuen and Use students to demonstrate ● Do the psychomotor assessment ● in more of a game-like Suggestions situation(playing a small-sided game of basketball and require the teams to pass the ball at least 5 times before they are allowed to shoot) Zach Horst
Any Questions?
This concludes our presentation! ● Thank you for being a respectful ● and patient audience! Final Message Lastly thank you for providing ● your participation and insight by asking us questions about our presentation! Have a great weekend! ●
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