Randall Middle School CORTLAND, NY Grade: 7th grade Unit: - - PowerPoint PPT Presentation

Randall Middle School

LaVese Gilchrest, Luke Lospitalier, Jaelin Mott, Zacharias Horst CORTLAND, NY

Grade: 7th grade Unit: Basketball Focus: Chest Pass

INSTRUCTOR INTRODUCTION

Miss Gilchrest 7th grade Physical Education Teacher Graduated from SUNY Cortland Varsity Girls Soccer Coach lavese.gilchrest@corland.edu

• Mr. Lospitalier

7th grade Physical Education Teacher Graduated from SUNY Cortland Varsity Baseball Coach luke.lospitalier@corland.edu

INSTRUCTOR INTRODUCTION

• Mr. Mott

7th grade Physical Education Teacher Graduated from SUNY Cortland Varsity Boys Basketball Coach jaelin.mott@corland.edu

• Mr. Horst

7th grade Physical Education Teacher Graduated from SUNY Cortland Varsity Boys Soccer Coach zacharias.horst@corland.edu

Presentation Agenda

Slide 5 & 6: Psychomotor Objective Slide 7 & 8 :Cognitive Objective Slide 9: Assessment & Collection Procedure Slide 10 & 11: Data Trustworthiness Slide 12: Psychomotor Assessment & The 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

Psychomotor Objective

LaVese Gilchrest

Objective: Students will be able to chest pass the basketball 7/10 times to a partner with proper form. NYS Standards: Standard 1a- Skills National Standards: Standard 1- Skills

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

• f executing a chest pass. We watched the students for

about 4 minutes.

Cognitive Objective

Objective: By the end of class, students will be able to write down 3 cues for making a chest pass. NYS Standards: Standard 1A- Skills National Standards: Standard 2- Knowledge

LaVese Gilchrest

Assessment & Collection Procedures

We had the students line up across from a partner and complete at least 10 chest passes. We used a psychomotor checklist during the chest passing drill, checking

• ff the critical elements were present
• r not.

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

• ne 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 improvement .

Luke

Change in Student learning

• Our change in student learning can be derived

from observing and analyzing the data we have collected from both the psychomotor and cognitive assessments.

• As clearly annotated from the graphs, 100% of the

students increased their score in the cognitive domain, and 100% of the students increased OR had the same score in the psychomotor domain(Student 4 was assessed meeting all the 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

• f our lessons and instruction.

Zach Horst

Reflections and Suggestions

• Give more specific feedback
• Restate the cues more frequently
• Check for understanding more
• fuen
• Use students to demonstrate
• Do the psychomotor assessment

in more of a game-like 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?

Final Message

• This concludes our presentation!
• Thank you for being a respectful

and patient audience!

• Lastly thank you for providing

your participation and insight by asking us questions about our presentation!

• Have a great weekend!