Assessment and Evaluation Portfolio

March 9, 2017
For Patty Douglas
By Brady Chyzyk
141748
Table of Contents
Goals Page 3

Essential Question Reflection Page 5

Instructional Sequence or Unit Plan Page 8

Glossary Page 24

Resources Page 25

Learning Behaviours Page 26

Assessment Page 27
 3 Goals for Assess. and Evaluation

1) Gain valuable resources on assessment and can take it into real life

scenarios in my future career of teaching

2) Communicate with my classmates to find the best technique approaches to

evaluating students work

3) Be able to bring Physical Education assessing techniques into other subjects

in the school. I want to be able to assess in any subject at any time.

Did you achieve your goals?

I seemed to do a very good job at my goals this semester. I worked on

communication and sharing amongst my classmates which helped build strong

relationships. I do think I met my goals, however I believe there is still more

room to improve my understanding and techniques.

What are your goals now?

My goals for assessment now is to continually grow as an educator and

perfecting my assessing practices and techniques. This will set up my assessing

techniques for the future and ensure that I am properly evaluating my

students appropriately.
What did you learn that was unexpected?

I was expecting assessing to be very straight forward and simplistic. I found

myself to be very wrong in that assessment can be very complex and

complicated. The different aspects of marking and grading are vital to ensure

proper marks are given for the work in a fair and effective manner.
 Essential Question: Why do we assess? For
whom?
Group: Aaron, Brianne, Brody, and myself (Brady)

What was your essential learning from your group presentation?

In our presentation, we discovered all the different assessment techniques and

who do they both benefit.

For Whom? Purpose

Teachers For improving teaching / adaptation / lesson planning

Students Record of achievement / confidence booster / areas that

could be improved

Parents Tracking success of their children

Administration School management / see if meeting the curricular

standards

Government Effectiveness of programs / categorize students /

determining funding

Employers See level of expertise / accomplishments

Post-Secondary Determine which program student is capable of or best

Education suited for

Assessment should be done to help both the student to improve as a

learner and by the teacher to improve as an educator. Providing feedback on a
variety of different, meaningful tasks, and being open and collaborative should
help both parties to best be able to succeed.

What essential questions do you have now about assessment and evaluation?

One of the toughest parts about assess and evaluation that I struggle with
is the whole norm-referenced versus criterion-referenced assessment. I also
struggle to understand why some university courses grade on the curve. In my
criminology course, I ended up with 43% on my first test. After the curve, I
received a 98% on the same test. Although I appreciated this increase, I also had a
mark in that class of 60% that ended up turning into a 48%.
 Self-Evaluation Form for Group Work

Your name: Brady Chyzyk

Student #: 141748

Date: February 2nd, 2017

Seldom Sometimes Often

Contributed good ideas Set up the presentation
very well. Decided that
we should take a debate
approach and let the
class contribute in the
presentation and be
actively engaged.
Listened to and Respected others
respected the ideas of opinions and voiced my
others own clearly
Compromised and Did my part and was
cooperated fully responsible
Took initiative where Was motivated at times
needed by my groupmates
Came to meetings Missed half of a
prepared meeting
Communicated Always communicated
effectively with effectively to ensure
teammates clarity
Did my share of the Finished my part and
work presented more than
my share

My greatest strengths as a team member are:

Leader in group discussions and debates

Can voice my opinion in a way that is not disrespectful to other members in my group
My presentation skills are very advanced and aid the group in their presentational skills

The group work skills I plan to work to improve are:

Punctuality Slept in and missed the first half of a meeting we had arranged on Facebook the
previous day
 Instead of focusing on my presentation skills, I should be working on developing research
techniques

Lesson Plan
Baseball & Softball

By: Brady Chyzyk and Brook McGillivary

 Year Plan

Week Month Activity

1 September 2016 Indoor Low Organized Games

2 6-9 Indoor Low Organized Games
3 12-16 Soccer
4 19-23 Soccer
26-30

5 October 2016 Fitness

6 3-7 Floor Hockey
7 10-14 Floor Hockey
8 17-21 Gymnastics
9 24-28 Gymnastics
31-November 4

10 November 2016 Team Handball

11 7-11 Team Handball
12 14-18 Curling
13 21-25 Curling
28-December 2

14 December 2016 Cross Country Skiing

15 5-9 Broom Ball
12-16 Christmas Break
19-30

16 January 2017 Basketball

17 2-6 Basketball
18 9-13 Badminton
19 16-20 Badminton
20 23-27 Dance
30-February 3

21 February 2017 Indigenous Games

22 6-10 Indigenous Games
23 13-17 Winter Carnival Games
24 20-24 Volleyball
27-March 3

25 March 2017 Volleyball

26 6-10 Volleyball
27 13-17 Broomball
 20-24 Spring Break No School
27-31

28 April 2017 Invasion Games

29 3-7 Ultimate Frisbee
30 10-14 Lacrosse
31 17-21 Lacrosse
24-28

32 May 2017 Baseball

33 1-5 Baseball
34 8-12 Indoor Golf
35 15-19 Outdoor Low Organized Games
36 22-26 Cross Country Running
29-June 2

37 June 2017 Track and Field

38 5-9 Fitness
39 12-16 Outdoor Golf
19-23

Introduction to the Unit

Baseball was claimed to be invited in the early to mid 1800s by a man
named Alexander Cartwright who is created for creating the that we call today
Baseball. Baseball comes from earlier games Rounders and Cricket. The MLB
(Major League Baseball) was founded in 1869.

Baseball today is a bat and ball game played on a diamond. Each team needs
at least 9 players (most teams have more). The team that is on offence is trying to
hit the ball that is thrown by the pitcher and then run around all 4 of the bases
without getting out. The person who is running is moving around the bases in a
counterclockwise rotation. If the runner makes it back to the home plate without
getting out that team scores a point/run. The defensive team is trying to get three of
the hitting team players out. This can happen by pitching 3 strikes, catching the
ball before it hits the ground after it has been hit, tagging a runner when they are
not on a base, or touching a base before the runner gets there if it is a force.
 This unit will be comprised of six 40 minute lessons that cover a span of two
weeks. The beginning of the unit will work the technical skills of baseball, whereas
the end of the unit will work on baseball type games and the actual game of
baseball.

Unit Plan Overview

Our Baseball unit is comprised six 40 minute lessons. The first part of the
unit works on the technical skills required to play baseball and baseball type
games. The second part is using these acquired skills to play modified baseball
games and the actually game of baseball.

Lesson 1: Throwing and Teamwork

The 1st lesson is just an introduction back into throwing and catching. The lesson
starts off with simple throwing in catching and throughout the class obstacles and
restrictions are made (ex. Defender) to challenge the students to improve.

Lesson 2: Perfect Pass

This part of the unit focuses on good passing/throwing so that somebody else can
catch properly without having to move too far.

Lesson 3: Fielding
This part of the unit is focused on fielding and defensive strategy involved in
baseball/softball.

Lesson 4: Baseball Golf

Our fourth lesson is a Golf like game that is played using throwing and hitting type
maneuvers. Students will be using the skills that they have acquired in the previous
lessons to play the game.

Lesson 5: Modified Baseball Game

Our fifth lesson is going to be on a modified Baseball game called Yardball. This
game incorporates defensive and offensive strategies that are used in actual
Baseball games.

Lesson 6: Lets Play Baseball

The sixth and last lesson of our unit will be wrapped up by playing a real game of
baseball. The game will be a normal 9 vs. 9 game of baseball using a bat and ball.
 Assessment Strategies
Students behaviors in class go off of a point system. Starts at 10/10 and lose points for
misbehaving and fooling around. That way, students have an A+ and only their actions
can result in them getting lower.

Participation marks are very important for Physical Education classes. The level of effort
is directly related to the mark that students receive.

Baseball Rules Test will be given at end of entire unit. Basic rules/violations will be
tested. Also a strategical test will be given based on offense/defense on last day of unit.
Students will partner up and use the rubric to evaluate their partner on 2nd last day,
and then on last day the teacher will have a chance to evaluate the students in a real
game situation.

Rubric for Peer, Self & Teacher Assessment

Criteria Points

1 2 3 4

Throwing Students throws Student throws Student throws Student throws with
without properly but only properly and hits high velocity and hits
stepping/does not hit hits target less target the majority of the target every time
target than 50% of the the time
time

Hitting Student does not Student rarely Student consistently Student hits the ball
make contact with makes contact hits the ball, but with consistently with solid
the ball with the ball non-solid contact contact.

Catching Student catches ball Student catches Student catches ball Student gets behind the
with one hand and to ball with two with one hand with ball, and properly fields
the side of their body hands and to the their body directly with both hands,
side of their body behind the ball trapping the ball in the
glove

Total ----->
 Additional Activity Ideas
Additional activities related to THROWING:
Dodgeball
Football
Handball
Cricket
Softball

Additional activities related to Hitting:

Tennis
Cricket
Softball

Additional activities related to Strategy

Softball
Kickball
Cricket

Integrative Ideas from Other Subject Areas

Social Studies: Study the history of baseball and how the game has developed.
Study the MLB and where the teams are located around North America.

Science: Study the muscles involved in the action of throwing a ball. Identify
which muscles contract proactively to release the ball from the hand.

E.L.A: Written test with a couple of game-like scenarios and the best possible play
to make. Also could have a problem solving situation where the student has to
brainstorm the play that has the highest possible success rate.

Curriculum Guide
General Learning Outcomes:
Movement Fitness Management Safety Personal and Social Healthy
Lifestyle
Management Practice

Specific Learning Outcomes: (Ones used in our lesson)

Movement
K.1.7.A.1 Recognize characteristics of selected movement skills and patterns (e.g., overhead throwing pattern...) as
applied in a variety of physical activities, including territory invasion-type and striking/fielding-type activities (e.g.,
baseball, football, overhand volleyball serve...).
K.1.7.B.2 Identify the biomechanical concepts for efficient movement (i.e., leverage) related to striking activities
(e.g., shorter radius of rotation reduces force, as in choking up on a bat...).
K.1.7.B.3 Analyze movement concepts (i.e., body awareness, space awareness, qualities of effort, relationships) as
they apply to territory invasion-type activities (e.g., offensive pass to an "open space"...) and striking/fielding-type
activities (e.g., body position to catch fly ball or grounder in cricket...).
K.1.7.C.1 Identify the importance of following rules (i.e., safety, control, fair play, inclusion, enjoyment,
entertainment) of selected sports and games.
K.1.7.C.3 Determine basic offensive and defensive strategies (e.g., hitting to an open space, shuffle-step to maintain
a guarding position...) in games, including territory/invasion-type and striking/fielding-type activities.
K.1.7.C.4 Distinguish between fair play behaviours (e.g., showing respect for rules, officials, and opponents...) and
unethical behaviours (e.g., cheating, arguing with an official, foul play...) regarding participation in physical
activities and/or sports.
Fitness Management
S.2.7.C.4 Demonstrate behaviours (e.g., regular participation, correct and safe execution, appropriate intensity level,
self-monitoring, self-discipline...) for personal fitness-goal attainment.

Safety
K.3.7.A.1 Determine safety rules, routines, and procedures related to selected activities, including territory/invasion-
type and striking/fielding-type activities (e.g., no blocking or tackling in flag football...).
K.3.7.A.5a Maintenance Stage - Show an understanding of potential safety risks related to environments for selected
alternative pursuits (e.g., jogging, cycling, tobogganing/ sliding, snowboarding, skiing, in-line skating...).
K.3.7.B.5b Develop strategies (e.g., conflict-resolution skills...) for avoiding situations (e.g., conflict between
parents' and peer values, with the law, in competition, within school...) that can potentially lead to conflict and
violence.
S.3.7.A.1 Maintenance Stage - Follow set rules and routines for safe participation and use of equipment in selected
physical activities (e.g., fair-play rules, change-room routines, equipment distribution, sharing space...).

Personal and Social Management

Healthy Lifestyle Practices
 Unit Organizer

Lesson Planner
Lesson: Throwing Grade: 7
Student Learning Outcomes

Movement Fitness Safety Personal and Social Healthy

Management Management Lifestyle
Practices

K.1.7.A.1 S.2.7.C.4

K.1.7.B.3

Lesson Learning/Teaching Teacher Notes

Components Strategies ( e.g., equipment, safety rules, organization, key points,
curricular connections)
Activating High Knees
Activity Butt kicks
Entry Activity Tin-man walks
Warm-up Dynamic Warm-Up Hockey strides
Time:_5 min__ Arm Cicles
Quick Feet
Lunge and Twists
Be spatially aware of those around you.
Acquiring Toss and Catch with a partner Focus on good throws directly to your partner.
Activity facing each other. After every 5 If ball gets away from you, wait until it is safe to go
successful throws, and get it.
Time:_5 mins__

Safety Tag - 12 Minutes Similar to tag. Add an additional ball for

Applying Activity every 3 students who arent it. The ball is a
Time:_25 mins__ safety. Those who have the ball in their
possession cannot be tagged. This game
works on teamwork and strategy.
Class Splits up into groups of 5. 3 students
Tiger Ball - 13 Minutes
make a circle around 2 students in the
middle. The object of the game is to pass the
ball to the outer people without the middle
people stealing the ball. This focuses on
strategy as well as accuracy in throwing. The
middle people provide
Closure Class Discussion Proper Throwing Steps
Time:_5 What did we learn?
minutes_
 What did the applying activities accomplish?
What did they work on skill wise?
Observation of students
Assessment throwing mechanics
Strategies during acquiring
activity
Observation of
teamwork and
communication skills
during Tiger Ball and
Safety Tag
Use smaller/larger balls for throwing
Challenges/ Move distance closer to make the toss and
Modifications/ catch easier
Adaptations/ Pair similar ability levels together to avoid
Accommodations mismatch and frustration for both low
performance and high performance
participants

Lesson Planner
Lesson: Perfect Toss and Catch Grade: 7
Student Learning Outcomes

Movement Fitness Safety Personal and Social Healthy

Management Management Lifestyle
Practices

K.1.7.A.1 K.3.7.A.1
K.1.7.C.3

Lesson Learning/Teaching Strategies Teacher Notes

Components ( e.g., equipment, safety rules,
organization, key points,
curricular connections)
Activating
Activity Do a quick overview of the
Entry rules (students should know
Activity Play Mission Impossible them, but remind them of the
Warm-up key rules).
Time:_5
minutes
 As students are playing catch
Acquiring Get with a partner and play catch (with a foam ball). make sure the students are
Activity Try throwing from various distances. using the proper throwing
technique. Talk about safety
Time:_5 minutes
and how there will a lot of
baseballs flying around.

Perfect Pass is a great throwing and catching game that Play the game Perfect
Applying has players teamed up and ready to work together to Pass, using Hula
Activity earn points. Start by placing down a bunch of hula Hoops, Tennis Balls,
hoops along the floor, the more the better. Then make and Pylons to show
Time:_35 minutes
some teams of anywhere from 3-5 players who start throwing area.
lined up behind cones in a relay-style setup. Give each Equipment needed: 20 Hula
team a type of ball (depending which type of sport or Hoops
throw youd like to practice). When the game starts, the 10 tennis balls
first person from each team runs to a hoop on the floor 10 gator balls
and stands in it, waiting to receive a pass from the 4 Pylons
second person in their teams line. A catch made with
both feet in the hula hoop is a great thing, because then
that player can bring the hula hoop home and add it as a
point to their teams total (if the catch is NOT made,
then the hoop does NOT return home = 0 points
earned). Then the next person goes out to a hoop to
catch another throw, etc, etc. The game continues on
like that. Teams try to get the most points by collecting
the most hoops, or try to beat their own best score each
round
Closure Bring the class back in and ask them how this game was See if the students can
Time:_2 minutes_ the same or different from a real baseball/softball game. remember the key points in
throwing/fielding and why
they are important.

During Yard Ball where the students using the proper Throwing - Step with opposite
Assessment throwing and fielding techniques? foot, load the gun, point at
Strategies target, follow through
Fielding - Position ball in
middle of your body, bend
down and trap with both
hands. Work on receiving
grounder and then turn to
throw.
Change the distance of the throwing and to the hoops. Try to gauge the success rate.
Challenges/ Increase the number of teams and decrease the amount If everybody is catching it
Modifications/ of players per team. Catch with one hand/two hands. every time, increase the
distance or decrease the ball
Adaptations/
size.
Accommodations

Notes:
 K.1.7.A.1 Recognize characteristics of selected movement skills and patterns (e.g., overhead
throwing pattern...) as applied in a variety of physical activities, including invasion and fielding-
type activities (e.g., baseball, football, overhand volleyball serve...)
K.1.7.C.3 Determine basic offensive and defensive strategies (e.g., hitting to an open space,
shuffle-step to maintain a guarding position...) in games including invasion and
striking/fieldingtype activities

Lesson Planner
Lesson: Fielding Grade: 7
Student Learning Outcomes

Movement Fitness Safety Personal and Social Healthy

Management Management Lifestyle
Practices

K.1.7.C.3 S.2.7.C.4 S.3.7.A.1

K.1.7.A.1

Lesson Learning/Teaching Teacher Notes

Components Strategies ( e.g., equipment, safety rules, organization, key points,
curricular connections)
Students pair up. One of the partners has the ball, he/she starts
Activating by walking around the gym, and on the whistle he/she tosses
Activity the ball just above head height in an attempt to not allow their
Partner Catch and partner to catch it. Eventually this activity will get more
Entry Activity
Warm-up
Pass in Motion intense by jogging then running.
Time: 5 mins

Conveyor Belt Class split into 2 groups. the team must work together making
Acquiring passes to move the 10 balls per group, from one end to the
Activity other without moving their feet.
Time: 5 mins
3 line fielding drill There will be 3 lines. 1 member of each line will step up first
Applying Activity and then teacher will hit them/throw them some type of ball
Time: 25 mins for them to field. Whoever fields it must then pass it it to the
other two partners and then back to the teacher. Starts off easy
and then the students are getting timed on how fast they field
the ball and return it efficiently and effectively. Give students
a chance at batting or hitting grounders to their classmates to
increase classroom involvement.
Discuss the drills Get a student to name some important factors/keys
Closure into fielding a ball properly
Time: 5 mins Technique
Get behind the ball
Transition into throwing
 Observe the students
Assessment tendencies and technique
Strategies Participation in all drills
and competitive edge

Challenges/ Larger/Smaller Easy fielded balls to hard hit grounders

Modifications/ equipment Make the students move who are more advanced
Adaptations/ Longer fewer lines or
Accommodations shorter and more lines

Lesson Planner
Lesson: Baseball Golf Grade: 7

Student Learning Outcomes

Movement Fitness Safety Personal and Social Healthy

Management Management Lifestyle
Practices

K.1.7.B.2 S.2.7.A.1a K.3.7.A.5a

K.1.7.C.1
K.1.7.C.4

Lesson Learning/Teaching Strategies Teacher Notes

Components ( e.g., equipment, safety rules, organization, key
points, curricular connections)
No Equipment necessary
Activating Rules
Activity Everybody is it. If you get tagged
you sit down until the person who
Entry Activity
tagged you gets tagged
Warm-up
If you dont know who tagged who
Time: 5 min first play rock, paper, scissors and the
Play a game of Quickest Tag in loser sits down
the West Safety
Talk about spatial awareness
Remind students that you are tagging
not hitting!
Organization
As the game goes on make the
playing area smaller and smaller
Throwing Relay Race Equipment
Acquiring Ball (real baseball, tennis ball, or
Activity foam ball) and a glove (not needed)
 Time: 5 min In pairs have students line up
on one end of a soccer field or
one end of the gym.
The person who has the ball
cannot move.
The goal is to make it to the
other end of the field/gym
Play Baseball Golf (best played
Applying Activity outside)
Time: 25 min Groups of 4-5
For the first game students
have to throw from the tee
box as far as they can towards
the hole (hula-hoop)
Just like golf you move to
where you ball is and throw it
from that position again until
you get it in the hole.
Have the students keep track
of their total throws
After about 12 mins have the
students do the same thing
except this time hitting the ball
Ask students if it was easier to throw
Closure the ball or hit the ball. Why? Ask the
Time: 5 min students if it was easier to hit the ball as
hard as they could or swing easy so
they had more control.
Have the students self-assess their
Assessment throwing and hitting technique.
Strategies
Rules
If you drop the ball you have to throw
it back to the original thrower and try
again. You cannot move forward
without completing the catch. If the
students are trying a throw that is too
far and keep drop it encourage them
to move closer together
Organization
When the first group gets to the end
tell the students to stop where they are
and start going the other way
Equipment
Ball, bat, baseball tee, hula hoop
Safety
Remind students to be aware when
they are swinging to give them space
Watch out for incoming balls
Organization
Spread the holes out so they are not
too close to each other
One group playing a hole at a time
When hitting allow students to hit off
a tee or throw the ball up to
themselves

Have different tee off spots (Easy,

Challenges/ Medium, or Hard)
Modifications/ Change the course
Make the hole smaller or bigger
Adaptations/
Accommodations

Lesson Planner
Lesson: Modified Baseball Games Grade: 7

Student Learning Outcomes

Movement Fitness Safety q Personal and Social Healthy

Management Management Lifestyle
Practices
 K.1.7.C.4 K.3.7.A.1
K.1.7.C.3
K.1.7.C.1

Lesson Learning/Teaching Strategies Teacher Notes

Components ( e.g., equipment, safety rules, organization, key
points, curricular connections)
Start so about of the students have balls.
Activating Remind them that there are no headshots. If you
Activity get hit by the ball you sit down until the person
who hit you gets hit and sits down. If you catch
Entry
Play Mission Impossible the ball the person who threw it sits down.
Activity
Warm-up
Time: 5 min

Get with a partner and play catch As students are playing catch make sure the
Acquiring (with a foam ball) students are using the proper throwing technique.
Activity Throw from various Talk about safety and how there will be lots of
distances foam balls flying around.
Time: 5 min
Have the students move so
they have to throw to
moving targets
Have them throw ground
balls and pop flies
Play Yard Ball (3 vs. 3 or 4 vs. 4) You need cones or tees, plastic bats, foam balls,
Applying split the gym into 4 different mats/bases. The batter hits the ball of the tee/cone
Activity sections or fields and runs to the base located on the other side of
Time: 25 min Play 3 inning games and their playing area. If the ball rolls into another
then play another team groups playing area without the defensive team
touching it the batter is out. If the defensive team
touches the ball and it goes into another groups
playing area the batter is safe. The batter scores a
point for their team if they make it to the base
without getting out (tagged, fly-out, or forced
out). Defensive team cannot stand anywhere
within 15 feet of the batter before they hit the
ball. Talk about safety concerns (lay the bat
down, stay out of the runners way, etc)
Bring the class back in and ask them
Closure how this game is the same or
Time: 5 min different from a real baseball game
During Yard Ball were the students
Assessment using the proper throwing technique?
Strategies Where they following the rules of the
game?
 If the students are losing interest you
Challenges/ could combine 2 games so that it will
Modifications/ be 6 vs. 6 and you have 2 bases. The
batting team only gets a point if they
Adaptations/
make it to the second base.
Accommodations

Lesson Planner
Lesson: Lets Play Baseball Grade: 6

Student Learning Outcomes

Movement Fitness Safety Personal and Social Healthy

Management Management Lifestyle
Practices

K.1.7.A.1 K.3.7.B.5b
K.1.7.B.3 S.3.7.A.1

Lesson Learning/Teaching Teacher Notes

Components Strategies ( e.g., equipment, safety rules, organization, key points,
curricular connections)
Army/ Navy (Baseball version) No equipment needed
Activating Top of the gym is Talk about spatial awareness
Activity Centerfield Add other aspects to the game. For example:
Bottom of the gym is Home Run: Students swing a pretend bat
Entry
home plate or Throw Home/1st/2nd/3rd - Students throw a
Activity
backstop pretend ball to designated area
Warm-up
left side of the gym is Slide! - students without actually sliding get in
Time: 5 mins left field or 3rd base the headfirst slide or the butt slide position
right side of the gym
is right field or 1st
base
Play Yard Ball in 2 games (6 You need cones or tees, plastic bats, foam balls,
Acquiring vs. 6) mats/bases. The batter hits the ball of the tee/cone and
Activity Have 2 bases set up runs to the base located on the other side of their
(You have to get to playing area. If the ball rolls into another groups
Time: 10 mins
2nd base to score a playing area without the defensive team touching it the
run) batter is out. If the defensive team touches the ball and
Play 3 inning games it goes into another groups playing area the batter is
then play another team safe. The batter scores a point for their team if they
make it to the base without getting out (tagged, fly-out,
or forced out). Defensive team cannot stand anywhere
within 15 feet of the batter before they hit the ball. Talk
 about safety concerns (lay the bat down, stay out of the
runners way, etc)

Play a real game of Baseball Equipment

Applying Split the class into 2 baseball (foam or real), bat, gloves, bases,
Activity even teams batting tee, pinnies, and ref/umpire jerseys
Time: 20 mins Depending on the skill Safety
level of the class the Remind hitters to not throw the bat after
teacher might want to hitting the ball
be the pitcher or have Remind students to be aware when swinging a
the students hit off of bat that no one is around them. Also remind
the tee. students to not walk by someone swinging a
If you dont have bat
enough gloves for the Organization
class you could use a After every out have students rotate one
foam baseball position so that they have the opportunity to
play every position
You can have players from the hitting team
umpire the game
If an out is really close and the umpire isnt
sure have the two players play rock, paper,
scissors. In the end it is the umpires decision
Discuss the sport
Closure Likes and dislikes
Time: 5 mins What are some other
skills from other
sports that relate to
Baseball?
Do the students
Assessment understand the rules of
Strategies baseball?
Are they using the
proper throwing/
hitting techniques?
Are the umpires
making the correct
calls? (If the play is
really close how are
they solving the
problem).
You could allow the hitter to
Challenges/ choose what type of pitcher
Modifications/ there is (another student or off
a tee). You could make the
Adaptations/
field size larger or smaller.
Accommodations
Glossary Key Terms

1. Reliability measure of the confidence the assessor has about the

conclusions drawn from an assessment
2. Validity a measure of how well an assessment instrument
measures what it is intended to measure
3. Summative Assessment Assessments that occurs at the end of a
significant period of learning and summarizes student achievement
of that learning.
4. Formative Assessment Assessments that occurs during the learning
process and provides feedback to both students and teachers to help
improve learning; one element of assessment for learning
5. Criterion-referenced Assessment Assessment that measures
students performance against a set of predetermined performance
criteria
6. Norm-referenced Assessment Assessments that compares
students performance with a normed sample of student
performance; achievement is measured by comparing one students
work with the work of other students.
7. Backward Design a curriculum planning a process with 3 stages:
identifying essential learning, assessing essential learning, and
planning instruction: developed by Jay McTighe and Grant Wiggins.
8. Assessment Gathering data about student knowledge and/or skills,
either through informal methods, such as observation, or formal
methods, such as testing.
9. Evaluation Making judgements about student-demonstrated
knowledge and/or skills
10.Grading Summarizing assessment data for reporting purposes in
the form of a letter or numerical grade.

Definitions from the textbook Talk About Assessment

Resources

1. Manitoba Curriculum Documents:

http://www.edu.gov.mb.ca/k12/cur/

2. Manitoba Education and Training Assessment Site:

http://www.edu.gov.mb.ca/ks4/assess/index.html

3. Communicating Student Learning

http://www.edu.gov.mb.ca/k12/assess/docs/csl/index.html

4. Cooper, Damien. (2010). Talk about assessment: High school strategies and tools. Nelson
Education: Toronto.

5. Manitoba Education, Citizenship and Youth. (2007). Grade 12 Provincial Tests (Policies and
Procedures, Administration Manuals, Information Bulletins, Archived Tests, and Calendar for
Standards Tests) http://www.edu.gov.mb.ca/k12/assess/tests/index.html

6. Manitoba Provincial Report Card Policy and Guidelines Partners for Learning, Grades 1 to 12
http://www.edu.gov.mb.ca/k12/assess/docs/report_card/index.html
Learning Behaviours

What learning behaviours will you be tracking through your unit?

Teamwork and communication to see how the students interact amongst each other
Participation in all activities throughout the unit
Listening and engaging behaviours

Communication Strategy

One of my Cooperating Teachers had an app that was great for communication with students
and teachers. It was run through phones and allowed the teacher to either message the students,
parents or both. However, it kept his private number separate so that the students would not have his
number directly. It was great for communication and it also had a built-calendar that kept everybody in
the loop.
Assessment as and for Learning: Diagnostic Assessment Plan

1st Test 2nd Test 3rd Test 4th Test

X X
O X
O X
X X
X X
X X
O O
X Represents a Hit
X X
X X
O X
X X
X X
X X
X X

O Represents a Miss

Assessment Strategy

I want to assess the students basic skill abilities on throwing a ball. They will partner up with
each other and assess one another by counting the # of times that they throw a ball accurately at a
designated brick/target on the wall. They will record data of their accuracy at the start of the unit and
then will be tested at the end in comparison.

Communication Strategy

We will use the online app that I will have provided to my students and parents so that they will
both be equally aware of the testing that will occur in class.
A) Why are you assessing?
To establish a base of the students baseball abilities so I can develop a plan of
attack for the remainder of the unit
B) What are you assessing?
Students throwing accuracy
C) Why would you choose this assessment method?
I chose the assessment because it is pass/fail for results and immediately tells
you whether or not the student is successful or not.
D) How will you ensure quality (clear criterion, reliability, and validity)?
It is either a pass or a fail, and is very easy to tell whether the student succeeds
or not
E) How will you use the information?
I will take the 4 different tests and be able to immediately tell if they are
improving or staying the same
F) How will you differentiate assessments for diverse learners?
It is very easy to make the skill analysis easier or more difficult. You can increase
the target size or decrease the distance to the target.
Assessment as and for Learning: Formative Assessment Plan

I believed that a formative assessment plan would be very difficult for a Physical Educator to
make. However, after my first placement, I learned there is lots of other things I can do regarding
formative assessment.

A) Why are you assessing?

To have an understanding about what students know about the game of
baseball and softball
B) What are you assessing?
Rules and Strategy of the game of Baseball
C) Why would you choose this assessment method?
To use a base understanding, yet challenge the students to use their knowledge
D) How will you ensure quality (clear criterion, reliability, and validity)?
The answers are either right or wrong so it will be very easy to determine how
advanced a students knowledge is
E) How will you use the information?
To figure out what rules and strategies I need to ensure my students know of
the game of baseball
F) How will you differentiate assessments for diverse learners?
It is very easy to make the skill analysis easier or more difficult. You can increase
the target size or decrease the distance to the target.

Baseball Test

1) How many bases are there in baseball (Including Home Plate)?

a) 1
b) 2
c) 3
d) 4

2) What does a full count consist of?

a) 2 strikes, 3 balls

b) 1 strike, 1 ball

c) 0 strikes, 3 balls

d) 2 strikes, 2 balls

3) How many players are on the field for a team on defense?

a) 7 players
b) 5 players

c) 11 players

d) 9 players