Assessment
Climbing Assessment
Before the climbing activities even start it is useful to ask students questions that will help them to focus on what learning is about to take place:
Today I hope to…
Today I am afraid of ….
My trust in myself and my partners looks/feels like …
A challenge I would like to overcome today ….
I feel this way about our activity today ….
Post-activity students can answer similar questions to purposefully reflect on their learning:
Today I accomplished ….
Something that was uncomfortable today was …
Someone who helped me today was …
I feel the same or a different level of trust with my peers today? Why?
A strength I feel I demonstrated today was….
A challenge I would like to still work on is ….
Another key assessment tool for rock climbing is peer assessment and goal setting. Climbing is inherently a partner sport and the supportive relationship common to rock climbers is a pillar of climbing success and enjoyment. These assessments should be discussed between partners to help one another improve their abilities, confidence, and relationship.
PEER FEEDBACK - SELF ASSESSMENT Name:_________________
Partner's Name:_____________________________________
Partner’s Goal:
I was able to help my partner achieve or go beyond his/her goal [ ]
Goal achieved:
I was able to give specific positive feedback to assist my partner [ ]
I was able to give corrective feedback to improve my partner's juggling [ ]
Examples:
I was able to use coaching strategies to help my partner improve [ ]
Examples:
Climbing - Inclusion assessment
Working through the progression taught in class partners can evaluate one another and exchange and discuss feedback. The cues listed would also be exchanged while climbing was taking place in the form of supportive assistance and feedback.
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Type of activity
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Proper footwork (edging, flagging, smearing)
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Arm Technique |
Rested, was in balance and control |
Read Route |
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ie. Cooperative Traverse |
edging good flagging weak working on smearing |
straight arms, extended mostly |
working on resting, sometimes forgets and becomes tired |
reading 2 moves ahead |
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Endurance Hand Climb |
strong feet, showed proper smearing |
not always extended arms, held hand over hold 3 seconds |
rested and was in balance |
read 2 moves ahead |
Evaluation for individual student assessment can be done with the following Guide. It focuses on the Affective and Social and Cognitive Domains. A teacher might choose to focus on a couple of students and focus on written feedback in the areas where a student excels and/or needs help.
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Skill |
1 = needs improvement |
3 = Meets Expectations |
5 = Exceeds Expectations |
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Teamwork and Teamplay |
ie. Johnny enjoys individual climbing and needs to work on acknowledging his partner |
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Follows Rules and Expectations |
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Displays Cooperative Attitude |
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Communication Skills |
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- active listening |
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- asks questions |
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Positive Socialization |
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Trust Development |
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Individual Leadership |
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Johnny shows confident leadership skills and shares with group his learning |
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Creative Problem Solving |
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Self-Esteem Enhancement |
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Increase in Self-Confidence |
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Positive Risk Taking |
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Goal Setting/ Achievement |
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