Introduction
Our volleyball unit assessment will be primarily based on self-assessment, peer-assessment, and participation. Each day, students get a score out of 5 (1 for attendance, 1 for P.E. strip, 1 for participation, 1 for a positive attitude, 1 for completing self-assessment/answering questions)
"Classroom assessments are an integral part of the instructional process and can serve as meaningful sources of information about student learning. Feedback from ongoing assessment in the classroom can be immediate and personal for a learner and guide the learner to understand their misconceptions and use the information to set new learning goals" (BC Curriculum).
Volleyball Performance Analysis (Skill Development)
Volleyball GPAI (Tactical Learning)
End of the Unit Survey
Self-Assessment (Personal & Social Responsibility)
According to the BC Curriculum, self-assessment allows students to"develop the ability to describe themselves as unique individuals in relation to the Core Competencies": Communication, Critical Thinking, Creative Thinking, Social Responsibility, Positive and Personal Cultural Identity, Personal Awareness and Responsibility.
In our volleyball unit, students have the opportunity at the beginning to set goals. For many students the goals will be simple and follow the S.M.A.R.T Principles. For example, a student might make a goal such as: "Improve my forearm pass by the end of the unit. I will do this by practicing with proper form during class games, recording my observations after class. My goal is to be able to receive a free ball using forearm pass, and land in the setter's target." We also ask students questions at the end of class during the wrap up, that engage their understanding of the concepts shown.
Volleyball Performance Assessment
In this assessment tool peers rate their partner on a scale of 1-4 for their skill/level. The areas being observed are:
- On the ball play - Catching/Passing
- On the ball play - Attacking/Spiking
- Court coverage (off ball movement)
- Defending Space - Receiving and Digging
This allows students to focus on certain areas of their game to work on. If they are exceptional in one area, then maybe they need to work more in an area that they are inconsistent at. This also gets students in the habit of observing each other for the sake of improvement and learning. It enables students to give each other constructive and specific feedback rather than "good job".
GPAI Peer Assessment
The purpose behind using the GPAI (game performance assessment instrument) as a way of assessing the students is that it encourages them to observe the off-the-ball movement of their peers, thereby learning through observation. Additionally, it promotes student centred learning as the students are the ones providing feedback to their peers, and doing the assessments for each other. The Key idea behind this form of assessment is that it assesses the students ability to create space on the court, and assist their teammates with a pass as needed. Having a strong BASE position allows students the ability to be able to react with a quick movement in any direction dependent on the demands of the situation. Their ability to COVER is essential as they are responsible for a specific area of the court during the game, and as such they must be able to defend the space effectively. Furthermore, the student's ability to ADJUST to different scenarios of the game are essential as they are constantly having to work around their teammates and use the space on the court effectively in order to either defend or create opportunities to attack.
End of the Unit Survey
This survey is used at the end of the unit in order to asses the student's understanding of the material covered throughout the unit. It is used as a form of self-assessment and reflection on the skills learned through the unit in addition to the students feelings concerning their grasp of the material.
The intention behind this is to give students a chance to reflect back upon what they have learned, but also to offer suggestions for improvement to the course in order to help advance their own and other's learning and further the development of their sense of personal and social responsibility.