No Zero Policy
Assessment Example: Pickleball
Throughout the Pickleball unit, it is important to assess the students to keep track of their progress, and allow the students to use their knowledge and skills they have learned during the unit.
Cognitive Assessment: After a new skill is learned and covered in the unit, i.e. base or serving etc., the students can be assessment by answering a variety of questions based on that particular skill. Answering questions will allow the students to review their knowledge on that skill, and also the teacher is able to use this information as individual assessment.
Affective Assessment: The students can be assessed at the end of the Pickleball unit by being paired up and given the ‘Skill criteria for Pickleball’ sheet. One partner will be playing in a Pickleball match, and the other partner will be sitting on the side watching their partner playing, and scoring them by using the criteria sheet, watching to see if they reflect their knowledge on each skill into the game and perform all of the skills. The partners can then switch. Or, the teacher could have the students self assess themselves, having them honestly grading themselves on how well they performed each skill in a match.
Psychomotor Assessment: If you look over at the ‘Skill criteria for Pickleball’ section, there is a list of the skills all broken down that would be covered in a Pickleball unit. A good way to assess the students psychomotor knowledge would be to do a skill test after each new skill is learned. Perhaps it could be a self-assessment, and the students could use the key as see below.
Social Learning: The teacher can assess the students throughout the Pickleball unit by watching to see if they play well with other students in game situations, and if they cooperate while learning the skills together in games or skill development activities.
Example of Cognitive Assessment
Pickleball - Self Assessment
1. What are three skills you needed to compete in this game? What skills did you struggle with? How did you improve as you played the game?
2. Describe a tactic you used when playing offence to make it challenging for your opponent.Describe a tactic you used when playing defense to make it challenging for your opponent.
3. What are two traditional sports that would use similar skills or tactics that this game used?
4. What materials do you need to play this game? What rules are important to keep this game safe and fair? Is there anything you would change about this game?
Student Self-Assessment Chart
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TASK |
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Consistency |
Setting up for an Attack |
Defend Space |
Win the Point |
Defending Against Attack |
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KEY
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1 |
2 |
3 |
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Seldom Evident |
Emerging |
Mastery |
Relation to BC Integrated Resource Packages
The Grade 9 & 10 Physical Education Assessment Overview Tables suggests self-assessment ratings should could be incorporated into a PE class. On this page, you will see that we have provided a ‘Student Self Assessment’ table, which can be used for any game or sport in a PE class. Below there is a key, where the student can rate themselves from 1-3 based on that particular skill being assessed; 1 being seldom evident, 2 = emerging, and 3 = Mastery. This Student Self Assessment table and key fit in great with the Grade 9 & 10 Physical Education BC IRP. In the Grade 9 & 10 Physical Education Assessment Overview in the BC IRP, it suggests that students use observation sheets, which I feel they could use the Student Self Assessment table and key for just that. They could pair up with a partner, and assess each other’s Pickleball skills, then look back over them after for feedback. Also on our assessment page, is a ‘Cognitive Assessment’ section, which has a variety of questions for the student to answer on their own as a form of self-assessment of their knowledge on Pickleball. This cognitive assessment sheet can be used for any sport or game as well. The Grade 9 & 10 Physical Education Assessment Overview table also suggests that students can use checklists for assessment; either of these two forms of assessment that I listed above could be used as a checklist, where the student can figure out what they know, don’t know, and need to work on or improve. Activity logs was also listed as suggested assessment for students. I feel that they could use the ‘Student Self Assessment’ table throughout the semester, to log in what they learned about each skill, and check that skill off when they feel they’ve mastered it.