The following assessment tools are designed to assess student learning in each of the three learning domains: pyschomotor, cognitive, and affective/social.  Assessment tools provided are intended to assess students’ achievement of the learning objectives for a particular lesson and the overall unit objectives. 

There are three different types of assessment: assessment of learning (summative), assessment for learning (formative), and assessment as learning (Hopper, 2007).  We suggest using a combination of summative and formative learning for this unit. 


Summative assessment may take place at the end of a lesson and towards the end of the unit with a written assignment or quiz, and/or in the form of a formal skill assessment. 


Formative assessment should be ongoing throughout the unit as a way for teachers to determine if students are able to achieve the lesson and unit objectives, and if their lessons and methods of teaching are appropriate for students’ level of ability.


    Below we have provided links to sample assessment tools which can be used by teachers as well as students.  One of the learning outcomes for this unit is for students to assess and provide feedback for one another in a respectful and helpful manner.  Students should be taught how to use assessment tools beforehand to gain an understanding of what assessment means, and how to use the information they have recorded to provide useful feedback to their peers (Mitchell, Oslin, and Griffin, 2006). 


Assessment tools which focus on pyschomotor learning outcomes should assess students’ game playing abilities including on the ball skills and off the ball movements, as well as their decision making abilities.  In order for this to be measured accurately, assessment should take place while the student is engaged in a game.


    Game Performance Assessment Instrument’s (GPAI) can be filled out by either students or teachers.

                                 452 GPAI scale sheet.doc                 452 GPAI tick and tally system.doc


Assessment tools which focus on cognitive learning outcomes evaluate students’ knowledge and understanding of solutions to tactical problems, such as defensive strategies to prevent             scoring, and their understanding of how and when to execute specific skills and movements  

                within a game.


        Question and Answer sessions during a lesson allow for formative assessment of cognitive

        development

Ex.  What are some ways a player can provide support for their teammate on the ball?

move into open space to provide a target for a pass, mark an opponent, use feinting and    

                    quick changes in direction to force an opponent to move.


    Check for understanding throughout an explanation and following an explanation/demonstration to

    ensure that students know what to do

        Ex. There are 5 cues to listen for in “Simon Says” that require students to perform a specific skill.        

               Who can tell me what two of those cues are?   ex. grip, scoop

               Everyone demonstrate for me what scoop looks like:    everyone shows a scooping motion


Using the Sport Education model, design a group activity for students to solve a tactical problem  

          and have students present it in written/verbal form to the teacher and/or the rest of the class.



Assessment tools which focus on affective/social learning outcomes assess students’ ability to co-operate with their peers, participate in a safe and responsible manner in all aspects of the class, and their effort and attitude towards PE, Lacrosse, their peers and teacher, and

               themselves.


        Self-report allows students to assess their effort for each day by providing the teacher with a    

        verbal or written mark on a scale (ex. 1-5).


    The teacher could also assess students effort on a similar scale through informal observation of the

    class.


    Using a Sport Education model also allows teachers to assess students in this domain because it requires students to work together and take on roles and responsibilities within their group and the class.  Teacher’s could have students assess their contribution to these activities on a scale, or through a written reflection.



Assessing teaching instruction:


    This can be done by the teacher themselves or by a colleague.


    Self-assessment can be done through written and/or verbal reflection or by completing a time-on-task sheet for a lesson or series of lessons.   Assessment of teaching can also be determined by assessing what students have actually learned compared to the objectives set out at the beginning of the lesson and unit.


    Colleagues can also provide assessment of teaching by completing time-on-task sheets or through    

    written suggestions and feedback


          452 organizational skills.doc           452 peer teaching assess.doc       452 time on task sheet.doc