Assessment:

• Alternatives- An alternative assessment is one which is different from those assessments which we normally give students (i.e., true/false, matching, essay questions, standardized tests, etc.). They are "untraditional", (i.e., drawing a picture, making a video of a

particular skill, etc). On many occassions this type of assessing allows students to create a product that the teacher will have to grade (usually using a rubric). Often times students work with other classmates to complete.
• Authentic- This is an assessment done in a "real-life" setting, as opposed to a more "sterile" testing situation. The instruction and assessment are both born out of situations from what our life is really like. For example, instead of taking a skill out of the context of the game, we would observe the skill IN the game. The more the assessment takes place in "real life", the more authentic it is.
• Performance- An assessment in which students are asked to make, do, or create something--basically, the 3 "P's": A performance task (doing something, like a gymnastics sequence); product task (like an art project); or portfolio task (essay, brochure, etc.).

Students actually create, as opposed to just regurgitating answers on a test form.
• Rubrics- A rubric is a rating scale and list of criteria by which student knowledge, skills, and/or performance can be assessed.
• Volleyball Rubrics


Student Learning
 

• Game Performance Assessment Inventory
• Formative criterion-referenced assessment in five sections
• Criteria For Tactical Problems, Movements, and Skills in Volleyball

Teaching Instruction
 
• Time on task recording sheet
• Personal reflective notes
• Observations from partner
• Theoretical Models and Article Summaries
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