Assessment
Student Assessment
Grading Breakdown:
50% Participation
30% Teacher's Evaluation (GPAI)
10% Log book assignment
10% Peer teaching assignment
Participation:
This mark will be at the discretion of the teacher and will be based on engagement, attitude, behavior and proper strip. The managerial routines and behavior expectations were laid out for students both at the beginning of the year and at the beginning of this unit.
Teacher Evaluation:
Assessment will be contingent on the Games Performance Assessment Instrument (GPAI). Student progress to be broken down into three components of measurement: decision making, skill execution, and support. The teacher may use an abbreviated version of the GPAI, but it must be compliant with the tactical components that enable a novice learner to improve tactical complexity and move forward.
View a GPAI template designed by Dr. Tim Hopper (2007) here.
This unit has also been designed with a repetition of a 2 v 2 game at both the beginning of the unit and the end. This has been designed to allow teachers to mark student progress through the unit and assess how much learning has actually occurred, primarily in the psychomotor and cognitive domains.
Log Book Assignment:
Students will be asked to write a brief reflection of each lesson in this unit. Students will be given prompt questions designed to guide their thinking and allow for the instructor to note trends in student behavior. It is through this log book assignment that the most learning in the affective and social domains will be addressed and evaluated as guiding questions will emphasize that area. The teacher will give each student brief comments on their reflection each week so that the students have a better understanding of their progress and engage them cognitively in the unit. Peer teaching will also be included as part of the log book.
Peer Teaching:
Although in this unit peer teaching is not included, it could be made a key component in order to gauge student understanding and progress. Allowing students to work as both tutor and learner for specific skills, such as the underhand serve, will engage all three learning domains. As a tutor, students are engaged both cognitively and affectively as they provide feedback for their peers. As learner, students are engaged in the psychomotor and affective domain as they have multiple practice of the skill. Students would be assessed only as the tutor, based on a checklist of factors that they must teach their partner to do.
Teacher Assessment
Time on Task
The Time on Task sheet is designed to assess how lesson time is spent: talk time, management and organization, student engagement. The completion of this form can be done by a student who is unable to participate during the lesson and used by the teacher to measure the effectiveness of the teaching style.
Student Progress
Because this unit has been laid out with the 2 v 2 game framing the unit, it is a way for teacher to evaluate how successful the instructional methods in the unit have been. It is possible for the instructor to mark the students improvement over the course of the four lessons and note areas of improvement, based on the criteria laid out in the scope and sequence of the unit.
Student Log Book Assignment:
Within the student log book assignment the instructor could design guiding questions that require the students to reflect on the actual teaching of the lesson.
What did [instructor name] do well during the lesson?
What could [instructor name] improve on?
Those questions are basic and could be modified or developed in terms of the actual content and teaching strategy used in the unit.
