Assessing 2nd Grade Throwing and Catching Skills, Thesis of Accounting

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Developing an Assessment System

MSCIN Program, Western Governors University D184 Standards Based Assessments

A. Develop an assessment system for an entire instructional unit ( minimum length of 20 instructional days ) by doing the following:

1. Identify one subject and grade level for the instructional unit. Subject: Physical Education Grade Level: 2nd Grade 2. Submit a copy of the standards used for the instructional unit. The following California State Physical Education Content Standards for Grade 2 will guide this 20-day instructional unit on throwing and catching: ● Standard 1.7: Catch, while traveling, an object thrown by a stationary partner. ● Standard 1.9: Throw and catch an object with a partner, increasing the distance as skills improve. ● Standard 2.3: Describe the correct technique for catching an object and applying that technique in a partner activity. ● Standard 2.4: Explain the differences in manipulating an object when throwing for distance versus when throwing for accuracy. ● Standard 5.1: Participate in physical activities that are enjoyable and challenging. 3. Create an overview of the assessment system for the unit ( minimum length of 20 instructional days ), including the types, number, and frequency of assessments that will be administered for the context specified in part A1. TYPE OF ASSESSMENT

DESCRIPTION NUMBER FREQUENCY

Pre Assessment Performance assessment

1 DAY 1 ONLY

activities, which keeps things light but still gives me useful info. For example, students might check off cues they notice in their partner’s throw, or draw a picture showing how they aim for distance versus accuracy. These informal check-ins help me adjust instruction on the fly and make sure everyone’s moving in the right direction. At the end of the unit, students do a final performance task that looks a lot like the pre- assessment. The goal is to see how far they’ve come. Since the scoring tools are the same, it’s easy to compare results and spot growth. This final assessment really ties everything together by giving students a chance to show what they’ve learned in a more independent way. Altogether, the pre-assessment, daily formative checks, and the summative task work as a system to guide students toward mastering both the physical and thinking parts of the standards. B. Describe the end-of-unit summative assessment and how it aligns within the assessment system. The summative assessment for this unit takes place on Day 20 and gives students the chance to show how much they have improved in their throwing and catching skills. During this final task, students rotate through different stations where they demonstrate key skills like underhand and overhand throws to a partner, catching while moving, and adjusting their throws for distance or accuracy. I use the same performance checklist from the pre-assessment, which helps keep the expectations clear and allows me to directly compare their progress from the start of the unit to the end. This assessment is aligned with the standards we have focused on throughout the unit, especially the ones related to proper technique, movement while catching, and understanding when to use different throwing strategies. It also connects to the formative assessments we have been using all along. Students have practiced these exact skills and received feedback regularly, so they know what to expect. Since there is no assistance or reminders during the summative task, it clearly shows whether students can apply what they have learned on their own. Overall, it fits into the assessment system by wrapping up the learning process and giving both me and the students a clear picture of their growth. C. Describe the pre-assessment and how it aligns within the assessment system. The pre-assessment is given on the first day of the unit and is used to get a clear picture of each student’s current skill level in throwing and catching. It is a simple performance task where students complete a few basic activities like tossing a beanbag or soft ball to a partner,

catching while standing still, and throwing toward a target. I use a checklist to track things like proper form, hand-eye coordination, and whether they can catch consistently. This assessment is low pressure and not graded. It is mainly to help me plan my instruction based on what students already know and what they still need to work on. This pre-assessment aligns with the rest of the assessment system because it sets the foundation for the formative and summative assessments that follow. The skills evaluated on day one are the same ones students will build on throughout the unit, and the checklist used is consistent with the one used at the end. It also helps me group students for certain activities and figure out which areas may need more focus during instruction. By starting with this snapshot of ability, I can make sure the rest of the unit is meaningful, targeted, and connected to the standards we are trying to meet. D. Describe how you will strategically use formative assessments on a recurring basis within your assessment system, including which types of formative assessments you will use. Formative assessments will be used almost every day throughout the unit to help track student progress and adjust instruction when needed. These assessments are quick and informal, but they give me valuable insight into how students are doing with the skills we are working on. I will use a variety of methods, including teacher observations during activities, partner checklists, short student reflections, and exit slips. For example, during a throwing drill, I might walk around with a clipboard and check off who is stepping with the opposite foot or following through correctly. On other days, students might fill out a simple reflection sheet about what they learned or give feedback to a partner using a checklist we have practiced with. These assessments are all tied to the same standards that guide the unit. They are used to see if students are improving their technique, applying what they have learned, and understanding how to adjust their throws depending on the situation. By using these checks regularly, I can catch misunderstandings early and make changes to my teaching as needed. They also give students a chance to reflect and take ownership of their learning. The goal is to make sure that students are building their skills step by step, so they are ready for the final assessment at the end of the unit. E. Explain how the measurement topic for this unit relates to the benchmark or interim assessments from the district or state level.