Assessment Project
Score (1-4) / Skill Performed / Novice (1) / Learner (2) / Average (3) / Perfect (4)
Forearm Pass / Hands apart while passing, little weight shift, no control over ball and its path. 1-2 to target. / Elbows and knees locked, weight on heels of feet, hands in incorrect form, ball not to target. 3-5 to target. / Knees bent, athletic stance, hands properly together, arms extended, control of ball. 5-7 to target. / Knees bent, athletic stance, hands properly together, arms extended, on balls of feet control of ball, pass to target. 8-10 to target.
Setting / Feet not shoulder width apart, ball not controlled, considered a lift. 1-2 to target. / Sets ball above head, bends knees, feet shoulder width apart, hands in triangle form, ball goes to target. 3-5 to target. / Sets ball above head, knees, and elbows bent and fully extended when contacted with ball, shoulders face target, ball goes to target. 5-7 to target. / Sets ball above head, knees, and elbows bent and fully extended when contacted with ball, uses finger pads to contact ball, shoulders face target, ball to target. 8-10 to target.
Hitting / Incorrect approach overall, 1 to 2 successful hits out of 10 over and in the court. / Okay approach, incorrect footwork, elbow below head- 3 to 5 successful hits out of 10 over and in the court. / Correct approach, left right left footwork, elbow above head, follow through - 5 to 7 successful hits out of 10 over and in the court. / Correct approach, left right left footwork, elbow above head, follow through 8 to 10 successful hits out of 10 over and in the court.
Serving / Ball not over or near net, ball hit off fingers or wrist. 1-2 to target. / Serve made over net, not correct weight transfer. 3-5 to target. / Serve over and in, serve included weight transfer and correct contact. 5-7 to target. / Serve over and in, serve included weight transfer and correct contact, ball intricate to pass. 8-10 to target.
Communication / No communication runs into teammates. / Listens to teammates but does not call for balls. / Calls for most balls, listens for teammates, encourages interaction. / Calls for all balls, listens to teammates when they call balls, talks throughout entire play.
Teamwork / Rude to teammates, puts others down. / Puts self down when making mistakes (shuts down) / Cheers on teammates while staying optimistic. / Includes everyone in game, support teammates.
Sportsmanship / Not honest, argues with teammates and opponents. / Dishonest, puts teammates and opponents down, pessimistic towards game. / Honest play helps teammates with skills and play, polite towards opponents. / Follows all rules, takes charge with bettering team and opponents skill and knowledge wise with a good attitude.
Total Points out of 28 (circle one) / 16 or lower= D / 17-20= C / 21-23= B / 24-28 = A
Casey Grasso
Assessment Project
Questions
Problem
1.To measure the ability to use correct form when performing various volleyball skills and team play skills.
Refining the Problem
2. This rubric is for 9th graders in the high school setting. Both females and males will be assessed individually at the end of the volleyball unit. All students will have already had a couple weeks of learning the skills from repetitions as well as from playing in game like scenarios. All ability levels will be assessed because they have had time to learn and practice these skills.
3. This rubric will be used for a posttest assessment. The last week of the unit, I will assess the students using this rubric for feedback on ways to improve their skills and team play skills. At the end of the week, after tournament play, I will use this rubric again to grade the students on their skills and team play. This grade will be their grade for the unit. I will evaluate each player individually for their biomechanics throughout practice tournament play, that way the rest of the students are not standing around, but practicing. Team skills will be assessed throughout the practice tournament play as well.
4. I will be evaluating both process and product of the essential volleyball skills used. For example, I will be assessing the process and product of the: forearm pass, setting, hitting, and serving. Students will be assessed on their biomechanics of each skill, as well as how accurate they are getting the ball to the target. As for team play skills like communication, sportsmanship, and teamwork, students will be assessed on product.
Instrumentation and Methodology
5. Each player will be scored out of 4 points on each category: 1 for novice, 2 for learner, 3 for average, and 4 for perfect. Novice would count for very poor biomechanics like arm positioning, stance, and control. Learner would count for okay biomechanics, where the student has an acceptable stance, decent hand positioning as well as some weight transfer. This student still does not have full control of the ball. Average would count as good. This student has correct form, stance, and arm positioning, however, they do not get a sufficient amount of balls to the target. Perfect would count as everything being correct, including: stance, weight transfer, arm positioning, and almost all of the balls to the target with full control.
6. The administrator needs to know the correct biomechanics of each skill being performed. These biomechanics need to be taught to the class correctly in order for the students to perform well. The assessment should be performed in the gymnasium during a physical education period. The educator needs to know the basic incorrect biomechanics as well as the correct ones in order to point each out. The testing should be taking place throughout a practice tournament. Each student will pick a random number for a time throughout the class to perform their skills, that way it is fair to all students. Each student should take about 10-15 minutes, so this assessment will take place over a few days of classes. There is no required training other than knowing all of the skills biomechanics.
Analysis of Results
7. I will turn this four-point rubric into a summative letter grade, because they will be assessed at the end of the unit. The total points available for a student to receive are 28 points. This grade will be 75% of their final grade for the unit. The other 25% will be based off of a written exam. I will have five units per semester, that way each unit is allowed a three-week period. Therefore, this final grade will be 20% of the students’ final grade for the semester. A passing grade is considered a C+. If the student does not meet this requirement of a C or a 70-74% (17-20/28) on the assessment, he or she will not receive a passing grade, which will affect their final, overall grade for the semester.
Grading Scale:
88 – 100 = A
75 – 87 = B
62 – 74 = C
50 – 61 = D
0 – 50 = F
References:
Paglia, Jill. "A Guide To Volleyball Basics."Tristate Volunteers. Sporting Goods Manufacturers Association, n.d. Web. 6 Dec. 2012.