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ASSESSING MOTOR SKILLS

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Information about ASSESSING MOTOR SKILLS
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Published on October 27, 2008

Author: ckuhrasch

Source: authorstream.com

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ASSESSING MOTOR SKILLS : ASSESSING MOTOR SKILLS When do I assess? Ongoing How can we do this, given the time restrictions we have with kids? Combine instruction & assessment “What is worth doing?” Don’t try to do it all! How does assessment of process and product fit across K-12? THREE PART MODEL FOR ASSESSING MOTOR SKILLS : THREE PART MODEL FOR ASSESSING MOTOR SKILLS Part I: Teacher Observation Part II: Self-assessment and/or peer assessment Part III: Student Project/Event Task Example: TEACHER OBSERVATION : Example: TEACHER OBSERVATION What is the goal/outcome? Rolling (sideways, forward/shoulder, backward/shoulder) and balancing as single skills (Rolling and balancing as components of the 11 critical set of skills of educational gymnastics) Rolling and balancing demonstrating variety Rolling and balancing demonstrating quality (mature pattern) Rolling and balancing in combination with other skills Rolling and balancing as part of a gymnastics sequence TEACHER OBSERVATION CONTINUED : TEACHER OBSERVATION CONTINUED What are the skill elements/critical cues? Basic Critical Cues – goal is the quality (mature pattern) Rolling: smooth; curl body parts; tuck chin, weight on hands; rock up to feet; reach with arms; across back; Balancing: hold still for 3 seconds; extend free body parts; base of support; center of gravity; muscle tension Rolling and Balancing variety Balancing on/with different body parts Balancing on different size base of support Rolling from/to different stances (squat, stand, jump/land) Rolling at different speeds Rolling extending different body parts (arms, legs) Rolling and Balancing in a sequence Combining rolling and balancing with other skills Smooth transitions between skills TEACHER OBSERVATION CONTINUED : TEACHER OBSERVATION CONTINUED Starting point? Assign an introductory task On your mat focus on connecting balances with rolling (sideways, forward/shoulder, backward/shoulder). In other words balance, roll, balance, roll, etc. Show as many different balances and rolls as you can. Observe student performance Reflect on your observations and match task to students If you were familiar with the students and had taught them for several years, you would be award of a starting point. TEACHER OBSERVATION CONTINUED : TEACHER OBSERVATION CONTINUED Connection between instruction and supervision? Critical skill cues reflect the goal or outcome Critical skill cues represent the expected mastery for students Critical skill cues represent the major points of the demonstration Critical skill cues are assessed for mastery TEACHER OBSERVATION CONTINUED : TEACHER OBSERVATION CONTINUED Teacher observation checklist or analytic rubric? Develop a rubric Post cues on wall to be used during instruction and for assessment Cues gleaned from research, proposed developmental sequence, practical knowledge Teacher Observation Rubric : Teacher Observation Rubric - Not mastered 0 Beginning to master the cue, not yet consistent + Mastered the cue TEACHER OBSERVATION CONTINUED : TEACHER OBSERVATION CONTINUED Develop a plan for observing student performance. You can’t assess everyone at the same time. What part of the performance are you going to focus on? What are you going to record? When does observation start and when does it end? Part II: Self-Assessment : Part II: Self-Assessment What can students assess themselves? Critical skill elements Task performance Others? Part II: Self-Assessment : Part II: Self-Assessment What teacher concerns exist when using self-assessments? Students giving an honest answer Students being trusted Students inflating their grades Students being hard on themselves Part II: Self-Assessment : Part II: Self-Assessment What other category names can be used? I still need to practice I’m pretty good at this skill. I’m very good at this skill. Part II: Self-Assessment : Part II: Self-Assessment Self/Peer-assessment is an excellent tool: Student evaluation from the personal viewpoint As a window into student perceptions As an opening for dialogue between teacher and student As a springboard for establishing personal performance improvement goals Encourages coach to learn skill cues and improve own skills Encourages dialogue and cooperation between peers Part II: Self-Assessment Example : Part II: Self-Assessment Example Part II: Peer Assessment Example : Part II: Peer Assessment Example Part III: The Culminating Experience/Student Project : Part III: The Culminating Experience/Student Project ASSESSMENT PROGRESSION Mastery of basic skill cues (skill in isolation) Mastery of the skill theme components (use of skill in different combinations and contexts) Application of the skill (demonstrate skill in a creative sequence) THE STUDENT PROJECT : THE STUDENT PROJECT Project REQUIREMENTS: The sequence… Focuses on rolling and balancing Contains three different rolls: (1) sideways, (2) forward/shoulder, (3) backward/shoulder and Three different balances: (1) shoulder, (2) head & hand/body curled or extended, (3) hand balance/body curled or extended Includes the following elements of the critical set of skills: (1) five basic jumps, (2) jump for height, (3) jump/land/roll sequence, (4) cartwheel Has a clear beginning and ending Transitions between movements are smooth Is memorized Is recorded on paper including (a) skills, (b) order of presentation, (c) floor pattern, (d) pathway design, and (e) equipment Is videotaped for teacher assessment THE STUDENT PROJECT : THE STUDENT PROJECT Student DECISIONS: Will the sequence… Be done alone, with a partner, or in a group (3 to 6) If done with partner/group will skills be mirrored, matched, echoed Include equipment (mats, benches, boxes, hoops, paper canes, cones, etc) Include pathways, levels, directions, symmetry/asymmetry Include alternative skills THE STUDENT PROJECT : THE STUDENT PROJECT Steps in Sequence Completion Determine group composition – alone, partner, group Design the sequence – skills, levels, directions, pathways, symmetry/asymmetry, equipment (doing and thinking) Complete the written plan Memorize the sequence Practice, practice, practice Show the sequence to friends and ask for feedback Videotape for self assessment Videotape for teacher assessment THE STUDENT PROJECT : THE STUDENT PROJECT Criteria to Evaluate Quality of Movement Clarity of Body shape Appropriate Use of force production/absorption Appropriate use of center of gravity Clear beginning and ending position Inclusion of Critical Skill Set Critical Skills Checklist 5 basic jumps Jump/land/roll sequence Cartwheel Jump for height Smooth Transitions All transitions are smooth Most transitions are smooth Some transitions are smooth Few transitions are smooth No transitions are smooth Focus of Sequence (group assessment) Focus is apparent through entire performance Focus is apparent through most of the performance Focus is apparent through some of the performance Focus is seldom apparent Focus is unapparent Roll & Balance Checklist Head/hand balance Hand balance/body curled Shoulder balance Sideways (safety) roll Forward roll/shoulder roll Backward roll/shoulder roll Hand balance/body extended THE STUDENT PROJECT RUBRIC : THE STUDENT PROJECT RUBRIC

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