Checking for Learning

10/2/18 Pre-test

10/16/18 Post-test

Soccer Unit- 1st period Sophomores

Pre-test and post-test for soccer unit

J.G. 0 1
A.B. 2 11.5
I.T. 4 7
J.M. 4 9
1st Period Sophomore students

J.C. 4 7
A.C. 12 16
J.S. 10 15
J.D. 7 16
E.Co. 9 15
D.L. 8.5 15.5
J.Ri. 8.5 13.5
I.L. 1 6
A.A. 2 10
E.S. 5 15.5
I.G. 13.5 18
K.R. 7 13.5
E.C. 7.5 12.5
C.D. 5 13

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Pre-test and Post-test points out of 20
Post-test Pre-test
 Student Name Pre-test out of 20 Post-test out of Low, Moderate, or Attendance out
20 High improvement of 6 days
J.G. 0 1 Low 2
A.B. 2 11.5 High 4
I.T. 4 7 Low 4
J.M. 4 9 Moderate 6
J.C. 4 7 Low 5
A.C. 12 16 Moderate 3
J.S. 10 15 Moderate 6
J.D. 7 16 High 6
E.Co. 9 15 Moderate 6
D.L. 8.5 15.5 Moderate 5
J.Ri. 8.5 13.5 Moderate 6
I.L. 1 6 Moderate 4
A.A. 2 10 High 6
E.S. 5 15.5 High 6
I.G. 13.5 18 Moderate 5
K.R. 7 13.5 Moderate 4
E.C. 7.5 12.5 Moderate 6
C.D. 5 13 High 6

Key:
Low-Improvement is less than 4
Moderate-Improvement is between 4-7
High-Improvement is greater than 7

Average pre-test scores out of 20 Average post-test scores out of 20

5 12

Conclusion
There are many factors that affect the scores for a pre/post-test. For the soccer unit, 18
students took the pre-test and the post-test. The pre-test was taken on the first day of the soccer
unit. No information was given to them that connected with the pre-test. They had to take it and
try their best answering as many questions as possible. The post-test was held on the last day of
the soccer unit which was six lessons later than the pre-test. By this time, we worked on passing,
dribbling, shooting, offense, defense, and game play. The goal of this checking for learning
assessment was to show that the educator had installed new intellect into the student’s cognitive
domain.
A bar graph was created to show visual proof of the improvements made. All 18 students
scores improved. Their pre-test and post-test scores were then compared to determine if the
students had a low, moderate, or high improvement rate. 3 of the 18 students had a low
improvement. 10 of the 18 students had high improvement. Finally, 5 out of the 18 students
had high improvement. Factors that could have played a role in the low and moderate
improvement students would be attendance, attention, understanding, and pre-test scores. All
three students did not come every day for the soccer unit. This could cause them to miss
important information that would be on the post-test. Attention plays a role in these
improvements because if a student is not listening while informing, instructions, and checking
for understanding takes place, they will not know what is going on and will not be able to
remember what was said that could be on the post-test. Any of the students come from
Hispanic or other diverse cultures. They may understand the English language but when it is
written out, they may not be able to comprehend what is being asked. The pre-test and post-
test although the same, had a variety of questions such as multiple choice, short answer, circle
the best answer, and fill in the blank. These variations of ways to ask questions are hard to
solve for some students. A final factor is pre-test scores. If a student did well the first time, the
second time they take it they may only improve by a few points. An example of this is student
I.G. She scored 13.5 the first time but then almost had a perfect score by receiving a score of 18
out of 20. This means these students had some background knowledge in soccer from either
another PE class or from playing soccer themselves. Factors that affect high improvement
scores are attendance, attention, pre-test scores and feedback. Attendance plays a role
because if the students were at every lesson they participated in every activity and were able to
obtain every piece of information that would be on the post-test. 4 out of the 5 students that
had high improvement were at all six lessons. Attention plays a role in high improvement
because if the student is listening to everything the educator says, watches all the
demonstrations, and participates during the mini-closure and closure they are allowing their
cognitive domain to increase exponentially. If a student scored very low on the pre-test, they
automatically have more room for improvement. The reasons for scoring low could be because
they never played soccer before, or because they did not want to try on the pre-test since it did
not count against their grade. An example of this would be A.B. She had never played soccer
before and knew very little going into the unit. Her pre-test score was 2 but, after six days of
information and practice, she scored 11.5. During activities and game play, in every lesson, the
educator provided feedback. Once the feedback was provided students could correct their
performance and provide the same feedback to other students. They would also hear the skill
cues and important key elements multiple times, so it became embedded into their memory.
The average scores of the pre-test and post-test were taken as well. The pre-test average score
was 5 out of 20 and the average post test score was 12 out of 20. This means that there was
high improvement in the class overall. All 18 students scores improved which means the soccer
unit that was taught provided increased learning experiences.