We have developed a plan for an assessment of the unit with components for assessing both instruction and learning.  Assessment is an important part of a unit because it gives feedback on how valuable it is. Whether it is how to work more towards BC’s IRP aims and goals or suggestions on how to make our lessons better, it gives us a better perspective on how the lesson was perceived by the students.

Instruction Assessment

When there is an uneven number of students, or someone is too sick or injured to participate actively, they will sometimes be asked to fill out a time sheet, indicating for each minute or half minute whether the time was spent on teacher talk, organization, or student engagement.  At the end they will calculate percentages for each category and fill out a comments section.  A second portion of instruction will come from a sheet from each student at the end of the unit with comments and suggestions about how to improve the instruction of the unit.

Learning Assessment

During the unit, perhaps in the lesson following our fourth lesson or the one after that, we would have the students use a Game Performance Assessment Instrument (GPAI) (Griffen's et al., 1997) form so  the students could learn from receiving feedback and giving feedback to their fellow peers.  These forms are basically sheets that one student fills out while observing another student in a game situation, and then they switch so that each student gets a chance to play and observe (give and receive feedback).  In the lessons of the unit that are on the site, good examples of games for GPAIs are Shark or Endball. These GPAIs will be used in the final mark as the skills component.  Each day of class, the students will give themselves a mark out of 5, which will make up the participation portion of their mark.  It will be based on the following scale by de Leeuw and Derby (2005).

0/5 - Did not attend class (no doctor's note or injury)

1/5 - Student disrupted the class, showed poor participation, endangered the safety of the class or 
            themselves 2/5 - Student displays a lack of enthusiasm, minimal participation, causes some
            disruption during the class

3/5 - Student demonstrates average participation, enthusiasm level, does not disrupt the class

4/5 - Student demonstrates good participation, their enthusiasm level is good and they do not disrupt
            the class

5/5 - Student demonstrates excellent participation, they are very enthusiastic about the drills/games,
            cooperate with the teacher and class, help with equipment set up, put away.The final mark for
            the unit will be broken down as follows:

40% participation (self-marked out of 5 daily)

25% skill performance (peer-marked for at least two different game forms)

25% unit quiz (teacher marked)

10% for handing a page on instruction feedback

References:

de Leeuw and Derby.  (2005).  Assessment.    Available online:
http://www.educ.uvic.ca/Faculty/thopper/Web/452/Units%202005/Darryl%20Jolaine/Frameindex.htm

       

            Griffin, L. L., Mitchell, S. A., 7:51 PM Oslin, J. L. (1997). Teaching sport concepts and skills :

            A tactical games approach. Champaign, IL: Human Kinetics.