Physical Education Student Growth Measures

Physical Education Student Growth Measures Teacher Packet Created and Supported by Tennessee Association for Health, Physical Education, Recreation and Dance and Tennessee Coordinated School Health August, 2012 Pilot 2012-2013 School Year 1

Tennessee Physical Education Student Growth Measures Committee The following volunteers were recruited by the Tennessee State Department of Education. Chairperson: Tina J. Hall, Ph.D. Middle Tennessee State University (Taught elementary physical education for 18 years) Committee Members: Shirley Holt/Hale, Ph.D. Oak Ridge Public Schools, retired (Taught elementary physical education for 38 years) Carol Irwin, Ph.D. University of Memphis (Taught elementary physical education for 8 years) Rebecca Johns-Wommack, Ed.D. Executive Director, Office of Coordinated School Health Tennessee Department of Education Cam Kerst-Davis, D. A., NBCT Franklin Special Schools, retired (Taught elementary physical education for 38 years) Chuck Whitlock, M.A. Coordinated School Health Coordinator Wilson County Schools (Taught elementary physical education for 8 years) Special thanks to the following Wilson County elementary school physical education teachers for piloting the assessment protocols: April Baird Karen Stinnett Melissa Granstaff Blake Tarter Mary Beth Griffin Deanna Trice Traverse Read 2

References Meredith, M.D., & Welk, G.J. (Eds). 2010. FITNESSGRAM & ACTIVITYGRAM Test Administration Manual. Human Kinetics: Champaign, IL. NASPE. 2010. P.E. Metrics: Assessing the National Standards. AAHPERD. Reston, VA Ohio Department of Education. 2012. Physical Education Evaluation Instrument. 2012-2013. Ohio DOE. O Neill Consulting. 2009. The Michigan Model for Health. MM. Chelsea, MI President s Council on Fitness, Sports and Nutrition: www.presidentschallenge.org South Carolina Physical Education Assessment, retrieved from http://www.scahperd.org/elementary_policy_manual_1-11-2007.pdf Washington State Office of Superintendent of Public Instruction. 2011. OSPI Development of Fitness Assessment. OSPI, Olympia, WA. 3

Table of Contents Introduction... 5 What assumptions were made about assessing student growth in physical education?... 5 How does the assessment process work?... 9 What administrative support does the program require?... 10 Policies Governing the Submission, Analysis and Reporting of Data... 11 Second Grade Psychomotor Assessments... 16 Underhand Throw and Underhand Catch... 17 Locomotor Patterns... 22 Fifth Grade Psychomotor Assessments... 27 Overhand Throw... 28 Basketball... 34 Soccer... 39 Paddle Tennis... 44 Volleyball... 49 Directions for Psychomotor Score Sheets... 54 Psychomotor Score Sheets... 55 Second Grade Cognitive/Affective Assessment... 62 Fifth Grade Cognitive/Affective Assessment... 64 Fifth Grade Physical Fitness (Aerobic Capacity)... 69 Master Score Sheets... 73 Cover Questionnaire... 77 Data Submission Checklist... 78 District Level Physical Education Supervisor Compliance Checklist)... 80 Student Exceptionality Form... 81 Appendix A: Cognitive/Affective Student Score Sheets and Tests... 82 Appendix B: Percentile Scores for Boys and Girls Ages 9-11... 85 4

Introduction What is the purpose of the Tennessee Physical Education Student Growth Measures? The purpose of the Tennessee Physical Education Student Growth Measures (PE-SGM) is to measure student learning over the span of a school year in physical education. The assessments are aligned with national and state standards. The measurement of student growth should provide feedback to physical education teachers, classroom teachers, administrators, parents, and policy makers on the status of physical education programs as well as student growth. The student growth model is a method of measuring the amount of progress a student makes between two points in time. This method differs from evaluating student achievement level where students are measured solely against a state standard. Student growth measurements, while aligned with state standards, take into account where the student started prior to instruction. Student growth measures in physical education have the potential to inform instructional improvement, evaluate the effectiveness of physical education programs, and target needs for professional development for physical educators What assumptions were made about assessing student growth in physical education? 1. Assessment should not be new to physical education teachers. Assessment should be an ongoing part of the teaching/learning process. Both formative and summative assessment should be an integral part of a quality physical education program. 2. Student growth is best assessed by determining the extent to which students improve through the teaching/learning process. Assessments using rubrics aligned with the state physical education standards were created. The student achievement levels are measured before instruction and again after instruction to demonstrate student growth through the teaching/learning process. 3. PE-SGM measures student learning. Effective teaching as measured through the Teacher Evaluation Assessment Measure (TEAM) or a similar district assessment is designed to measure a teacher s pedagogical skills as well as to guide him/her in how to improve as a teacher. The PE-SGM is designed to measure student learning, the product of effective teaching. The results of the pre-test should guide the teacher in planning/teaching the content the students need to learn. 4. Sample grades can represent the school population. In the PE-SGM every grade level does not have to be assessed. Grades two and five were selected as the targets of assessment based on the developmental nature of these elementary school age groups. 5

5. Assessments can be varied and allow for teacher decision making. The assessments were created allowing teachers some decision making on what to test. Grade two students will be assessed using a cognitive/affective written test (teachers select one of three tests) and two psychomotor assessments: 1) underhand throw/underhand catch and 2) locomotor skill sequence. Grade five students will be assessed on two psychomotor assessments: 1) the mature overhand throw pattern and 2) a choice of a basketball, soccer, paddle tennis, or volleyball skill assessment. The teacher must select an additional test for grade five; either aerobic capacity physical fitness (mile run) or a cognitive/affective written assessment (teachers select one of three tests). Options will be provided at a later date for both dance and educational gymnastics. 6. A sample within a grade can adequately represent psychomotor student growth. The cognitive/affective assessment will be administered to all second grade students. The aerobic capacity fitness assessment or the cognitive/affective assessment will be administered to all students in grades five (the teacher has a choice between the two assessments). Every class does not have to be assessed in the psychomotor assessments. The teacher may select one intact class for each motor assessment or the same class can be used for both psychomotor assessments. It is recommended that the teacher assess all classes in the psychomotor assessments but only one intact class data set has to be submitted. One class per psychomotor assessment will signify a sample of the grade level and will reduce the time spent on assessment. 7. The assessments are designed specifically for grades two and five and in their current format would be developmentally and instructionally inappropriate for other grades. If you do not teach both grades, simply submit scores for the only grade you teach and clarify this information on the cover sheet questionnaire. 8. Teachers assigned to more than one school should only assess the students in grades two and five from his/her home school. 9. Test taking varies by content. Cognitive/affective assessments will be conducted as a pre-test in the first two weeks of school and a post-test the last six weeks of school. Fitness testing should be administered as a pre-test in early October and post-test in April. These dates allow for time to teach the students the concept of pacing and to remove concerns about excessive heat on test day. Teachers are free to assess the psychomotor anytime during the year as long as a pre-test is conducted before instruction of the evaluated content. Some teachers may elect to pre-test before a unit and then immediately after providing adequate instruction/practice time. Others may 6

choose to pre-test at the beginning of the school year and post-test at the end of the school year. If the latter is chosen, the teacher should plan to revisit the assessed content throughout the year. 10. Teachers conduct and score the assessments. Teachers are expected to score their own students psychomotor performance. This provides a source of immediate feedback on student learning. Teachers will need to video/digitally record the psychomotor assessments, view the recordings and complete the proper accompanying score sheets. Scoring students live may save time, yet the accuracy of scoring is often in question resulting in invalid scores. The written test will preferably be conducted by the classroom teacher in the classroom environment. However, the physical educator can give the test, if necessary. The fitness test will also be conducted and scored by the teacher. 11. Psychomotor testing is designed to measure motor skill competence. The rubrics are defined as: (5) Highly Competent; (4) Competent; (3) Somewhat lacking in mature execution of skill; (2) Incompetent; (1) Did not complete or protocol was altered/modified. The expectation is that with quality instruction and practice time students should be able to reach Competent (a score of 4). Level 4 has been designed to align with state standards expectation for the particular grade level. In all scoring rubrics, this level is highlighted and designed to be the teaching/learning goal. It is highly unlikely that many, if any, students will score a Highly Competent (5). These are typically the students that are engaged in the particular activity out of school or for physical education programs that teach their students four to five days a week. 12. Cognitive/affective and physical fitness scores should be based on improvement across time. An aggregate score is determined by grade level to determine the percentage of students who improve from pre-test to post-test. The rubric uses a 5 point scale based on the percentage of students who improved over the course of the year: (5) 80% or more; (4) 60-79%; (3) 40-59%; (2) 20-39%; and (1) 19% or less. 13. Teachers can and will follow testing protocol. While modifications in teaching are critical to student success; modifications in testing protocol will create invalid data. Teachers must follow ALL protocols exactly as written or the resulting teacher score for student growth in that assessment will be a one. 7

14. Teach before, direct during, and evaluate after. Prior to the pre-test teachers should only teach and practice the protocol. After the pre-test and before the post-test, teachers should teach their curriculum assuring they are teaching the tested content. Prior to the post-test teachers should review and practice the testing protocols. The teacher should inform students of their pre-test scores as a means to motivate improvement. On the day of the test, the teacher takes on the role of director of the assessment. Later, through watching recordings of the test or grading the cognitive/affective tests, the teacher becomes an evaluator. 15. Some schools have teaching situations that are not idea (e.g., teach students only once a week, have no indoor facility, or have limited equipment). These teachers may feel it is unfair to be held accountable to state standards. Even in teaching situations that are not perfect, it is import to demonstrate that students are experiencing growth toward state standards. There is a cover questionnaire with space available for you to provide the peer review committee with pertinent information that will give your teaching context. 16. Some schools have good TVAS scores, making a teacher wonder if he/she would be better to use the school wide value added data for the 35% evaluation that relies on student growth data. School-level data fails to provide information about student growth in the subject in which you are delivering instruction. In that system, judgments are made about individual teachers based on students and subjects you may have never taught. It also devalues Physical Education Teachers both present and future. There will be significant negative consequences on physical education instruction without the measurement of student growth in physical education as a part of a comprehensive teacher evaluation reform effort. Quality physical education teachers seek opportunities to showcase the effectiveness of their programs through demonstrating student learning. Student growth measures in physical education have the potential to inform instructional improvement, evaluate the effectiveness of physical education programs, and target needs for professional development for physical educators. 17. Some schools have transit populations. Students' high mobility at both the school and district level can affect the quality of information provided by some growth models. Only students that were pre- and post-tested can be included in the submitted data. It is recommended that you evaluate the student but not include the score. 8

How Does the Assessment Process Work? 1. Beginning of the school year: Teachers create a written yearly plan outlining what they will teach and when. The plan should also include when they will pre-test, teach, and post-test the various assessment measures. The yearly plan is a blue print for the teacher and does not have to be submitted. 2. First two weeks of school: Teachers will administer a cognitive/affective test to all second and fifth graders (if cognitive/affective is selected for grade five). It is recommended that the test be administered by the classroom teacher or by the physical education teacher in the classroom environment. The test may be given in the gym if the teacher desires. The test is to be taken within the first two weeks of school. 3. During the school year: Teachers will be assessing student performance and collecting pre/post data on motor (and aerobic capacity fitness if selected) at various times during the school year using the protocols designated for each assessment. The same cognitive/affective test will be given in late April or early May as a post-test. 4. Submitting data: All student data and original records of student performance (questionnaire, video/digital recordings, written tests, score sheets, master score sheet, etc.) must be submitted to the district level Physical Education Supervisor (or individual in this role) between May 1 st and May 15. The district supervisor will check for compliance issues and send all data to the chairperson of the peer review committee by May 30. 5. Reviewing data: A peer review committee of physical education teachers and university faculty meet during June to check the accuracy of teacher data submitted. The committee will re-score student performance if teacher data is inaccurate. If data is non-compliant (protocols were not followed) the highest score a teacher can receive on that data set is a one. 6. Reporting: District Physical Education Supervisors and the TN State Department of Education receive a report at the end of June on the results of the student assessment for each teacher. The report includes teacher level data and scores for each assessment. It is the responsibility of the district supervisors or State Department of Education to pass results on to administrators and teachers. 9

What Administrative Support Does the Program Require? 1. Instruction time: It is imperative that administrators provide all students the opportunity to learn in physical education by scheduling grades K-2 in physical education class for a minimum of twice a week for 30 minutes each meeting and grades 3-5 in physical education class for a minimum of twice a week for 30-45 minutes each meeting. Efforts should be made to increase physical education time to three times per week for a minimum of 90 minutes weekly if physical education student growth measures are expected to reach grade level expectations. Additionally, classroom teachers and others should be prohibited from keeping students out of physical education class. 2. Video/digital equipment: Motor skills are an essential part of the physical education standards. Performance based assessment can best be assessed with video/digital recordings and scoring rubrics. Media centers for all schools should have the video/digital equipment necessary for conducting the motor skill assessments. If not available, this equipment will need to be purchased. 3. Assistance in assessment: The assessment program was designed to be a part of the normal process of instruction. The motor skill assessments can be conducted with good management skills on the part of the teacher. However, an additional teacher, educational assistant, or parent volunteer would make the process run more efficiently. Administrators should make every effort to provide a form of assistance on assessment days. 4. Possible classroom teacher assistance: It is recommended that the cognitive assessments be conducted in the classroom by the classroom teacher. The written assessment will take approximately 25 minutes to conduct. If this option is not supported by an administrator due to classroom teacher workload, then the physical education teacher should be given access to a classroom to conduct the assessment unless he/she feels the gymnasium (if available) is the better testing environment. 10

Policies Governing the Submission, Analysis and Reporting of Data What data must be submitted? Data must be submitted for grades two and five (unless the teacher does not teach both grades). The following data has to be submitted: One Cover Sheet Questionnaire per teacher Grade 2 cognitive/affective written pre- and post-tests (one copy of actual test and answer sheets from all second grade students) and score sheets Grade 2 underhand catch/throw score sheets and video/digital evidence Grade 2 locomotor skills score sheets and video/digital evidence Grade 5 cognitive/affective written pre- and post-tests (one copy of actual test and answer sheets from all fifth grade students) and score sheets; or Grade 5 aerobic capacity fitness test score sheets (all fifth grade students should be accounted for on score sheets) Grade 5 overhand throw score sheets and video/digital evidence Grade 5 chosen game form (basketball, soccer, paddle tennis, or volleyball) score sheets and video/digital evidence Documentation of Student Exceptionality forms (if used) Master Score Sheets for grade 2 and grade 5 Official class rosters with student identification numbers and classroom teacher s names for all students in grades 2 and 5 Data Submission Checklist Are all students assessed? 1. The cognitive/affective assessment will be administered to all second grade students. The aerobic capacity fitness assessment OR the cognitive/affective assessment will be administered to all students in grades five. Every class does not have to be assessed in the psychomotor assessments. The teacher may select one intact class for each motor assessment. The assumption is that one class will represent a sample of the grade level and if the physical education program is quality this sample will characterize the entire grade. Additionally, sample testing in the psychomotor domain will reduce the time spent on assessment. 2. All students on an official class list are required to be tested unless students have an IEP or 504 plan which specifically excludes them or makes the assessment task inappropriate for them. All IEPs and 504 plans must be documented by an appropriate school official on the Student Exceptionality Form included in this 11

teacher assessment package. For students who qualify (e.g., the student has an IEP or 504 plan that specifically describes a limiting condition nonconductive to the testing protocol) appropriate accommodations for participation can be made and should be documented accordingly. If a student is absent during 50% or more of instructional days when assessed content is taught, the same form is appropriate for documentation. The form requires evidence of authenticity. 3. Students who are absent the day of a pre-test must be tested within 5 school days of initial test administration. Students absent during post-testing must be tested upon returning to school. 4. If a temporary condition exists that prevents a student from being assessed (broken bones etc.) arrangements must be made for the student to take the test at a later point. Documentation must be provided for any student who cannot be tested prior to the end of the school year on the Student Exceptionality Form. When does data have to be submitted? All student data and original records of student performance (video/digital recordings, written tests, score sheets, etc.) must be submitted to the district level physical education supervisor between May 1 st and May 15. The district level supervisor checks all material for compliance and sends all data to the chairperson of the peer review committee by May 30. How do you collect and submit data? The protocols for collecting data are identified in each of the assessments. Data for each teacher should be submitted in one box/envelope or one zip file. All video/digital data must be copied on a DVD or on a flash drive (recommend minimum of 4G to capture all data). All data resources should be clearly labeled. The Cover Sheet Questionnaire and the Data Submission Checklist should be completed, signed and included with all data. Each class assessed should have a score sheet, an official class list (with student identification numbers) and Student Exceptionality Forms for students not assessed. Before submitting data, teachers should make sure that ALL materials are completed. Incomplete data may result in a score of one. What format is best for recording and saving data? Teachers may submit video/digitally recorded data in any common format at normal speed using the protocols identified for a performance indicator. The preferred format would be.mp4 due to its quality/compression/file size. Other acceptable formats are.avi,.mov, or.mpeg. The preferred resolution would be 1080p or 1920x1080 pixels. The minimum resolution would be 720p or 1280x720 pixels. Students must appear on the summary score sheet in the 12

order in which they appear on the video recording. Different activities must be on different labeled files or DVDs. To decrease the size of files, it is suggested to stop after each small group rather than keeping the camera running. All recordings must clearly show student pinnie numbers and all student performances. Teachers may redo recordings as many times as is necessary to get the technical quality needed to make good judgments about student performance. All data resources should be clearly labeled. If the technical quality is so poor as to make it impossible for the monitoring committee to make judgments about student performance, teachers will receive a score of one on that assessment. Teachers and District Physical Education Supervisors must check data quality before submitting. How does the peer review process work? Data are analyzed by a peer review committee of professionals (qualified public school teachers and university faculty in physical education) during the month of June. After extensive training, the peer review committee will look at all of the materials submitted by a teacher (including the video/digital recordings). The initial peer review check is for teacher compliance. The following will be considered non-compliant data: 1) assessments are not completed; 2) the teacher did not follow the protocols; 3) the video/digital recordings do not clearly show the student performance; or, 4) the required materials were not submitted by the teacher. Any of the above actions result in a score of ONE for student growth measures on each assessment that is deemed non-compliant. The peer review committee will review all compliant data submitted by teachers for scoring accuracy and, if necessary, rescore any assessments to determine the percentage of students in a class that improved (if pre-test scores were a 2, 3, or 4) or maintained (if pre-test scores was a 4 or 5). How does the peer review committee function? Peer Review Committee Members will be appointed and trained by the Tennessee Physical Education Student Growth Measures Committee. The Peer Review Committee s function is to review the data submitted by schools to check for protocol compliance, determine teacher scoring accuracy, and finally to report the data results. 1. The Peer Review Committee will consist of professionals with teaching credentials in elementary physical education and university physical education faculty. 2. The number of professionals appointed to the Peer Review Committee will be determined by the number of teachers submitting data. 3. The Peer Review Committee will meet at central data review locations. The committees work will be completed by the end of June. 13

4. Peer Review Committee members will be divided into subcommittees of three. The members will check all data for compliance. If data is deemed non-compliant, the score for that assessment is a one. If the data submitted is compliant, one committee member will assess the accuracy of an individual teacher s student psychomotor scores by selecting a 25% sample of students. If the scores are 80% in agreement, the teacher s scores will be considered accurate and the class set is accepted. If the sample is inaccurate, another 25% sample will be selected. If the 50% sample does not reach 80% agreement, another member of the peer review subcommittee will check the 50% sample. If in agreement with the first committee member, the student scores will be assessed by the peer review committee and those scores will be used. If the two peer reviewers disagree, the third subcommittee member will review the 50% sample scores. 5. All members of the Peer Review Committee will be instructed on data security and confidentiality and will sign a contract with the understanding that they can be dismissed for any violation of that policy. No data will be taken from the central data review locations. Members of the Peer Review Committee may not discuss the assessment results with any person not part of the Peer Review Committee. How is data scored? 1. Final scores for an indicator (psychomotor, cognitive, and/or fitness) will be established by determining the percentage of students who improved (if pre-test score was a 2, 3, or 4) or maintained (if pre-test was a score of 4 or 5). 2. The student growth measures score for a teacher will be determined by weighting each of the assessments according to the TN PE-SGM policy. a. Weighting for grade two will be as follows: i. 75% : combined locomotor and underhand throw/catch scores from a sample second grade class ii. 25% : the entire grade level percentage for the cognitive/affective test b. Weighting for grade five will be as follows: i. 75%: combined overhand throw and optional game skill from a sample fifth grade class ii. 25%: the entire grade level percentage for either the cognitive/affective test or the aerobic capacity fitness test All psychomotor scores will be compressed into one score and then multiplied times three. Cognitive/affective or fitness scores will be compressed and added to the above number. This total score will range between one and five, representing the total student growth score (35%) for an individual teacher. 14

How are the Results Reported? The State Department of Education and the District Physical Education Supervisor/Coordinated School Health Coordinator will receive a final score for each teacher by June 30. Each District Supervisor will then pass the scores on to the principals and teachers of each school. How is the Security of the Data Preserved? 1. All data submitted will be stored in a secure location and handled in a manner that preserves its security and confidentiality. 2. All members of the Peer Review Committee will receive explicit instructions on preserving the security and confidentiality of the data and the results of any data analysis. 3. Data may be used without identifying teacher, school or student names for research/reporting purposes that are directly related to physical education program improvement and the improvement of the assessment program. Approval is required by the TN PE-SGM committee. 15

TENNESSEE PHYSICAL EDUCATION STUDENT GROWTH MEASURES Second Grade PSYCHOMOTOR ASSESSMENTS Tennessee Physical Education Standard One: Movement Forms/Motor Skills and Movement Patterns: A physically educated person demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Second Grade Assessment Tasks: 1. Demonstrate a mature underhand throw pattern and underhand catch pattern with a hand-sized object (required) 2. Demonstrate mature patterns of fundamental locomotor skills (gallop, skip, slide, jog and jump/land). Second Grade Sample to be Assessed: The underhand throw and underhand catch assessment is submitted on one second grade class. The locomotor skills assessment is submitted on the same or a different second grade class. 16

TENNESSEE PHYSICAL EDUCATION STUDENT GROWTH MEASURES Second Grade Underhand Throw and Underhand Catch Assessment Task: Catch (underhand pattern) a ball tossed by a skilled thrower and use an underhand throw pattern to send the ball back to the receiver. The assessment measures mature underhand throw pattern, accuracy of throw and underhand catch. Criteria for competency (Level 4): 1. Uses good underhand throwing technique to send a ball to a receiver 2. Accurately throws ball underhand to receiver 3. Uses good underhand catching technique to receive a ball at or below the waist level 4. Successfully catches ball thrown underhand from a skilled thrower Critical Elements of Performance: Underhand Throwing Technique Arm back in preparation Opposite foot forward Release toward target Underhand Throwing Accuracy Throwing accuracy is defined by a catchable throw (the receiver not having to move more than one step) Underhand Catching Technique Two hand catch with little fingers in Reach for ball, absorb catch Tracks ball to hands Successful Catching Successful catching is defined by not dropping or missing the ball. o A clean catch is defined as no bobble. o A bobble is defined as momentary loss of control, yet maintaining possession. 17

Assessment Protocols: Directions to Students (Read aloud verbatim) You will be asked to underhand throw and underhand catch a ball with me. I will toss you a ball 4 times. You need to catch each toss with two hands showing me your best form (palms up, fingers slightly apart, pinkies almost touching, reach for the ball and then use soft hands to make sure it stays in your hands). You do not have to stay on the starting mark. Remember to show ready hands when preparing for my throw. After you catch each toss, you are to throw the ball back to me using an underhand throwing pattern. Remember to throw each ball using good form (arm back, step with your opposite foot forward, and release the ball toward target). Directions to Teachers 1. See General Assessment Protocols at the end of this section. 2. Clearly indicate where the student should stand (this should be marked 12 feet from teacher). 3. Either the teacher or a competent thrower should toss the ball gently using an underhand action so the ball drops toward student s waist. If it is a poor toss, repeat the toss. If the toss is repeated turn to the camera and state that you are repeating the toss due to your error. 4. Remind student he/she does not have to stand on the starting mark. Safety and Classroom Management: 1. Set up catching/throwing area so that no other students can enter the area. 2. Use a container of several of the same hand-sized objects (e.g., fleece balls, tennis balls, whiffle balls) set up behind and to the side of the teacher (or competent thrower) to make the assessment process more efficient. 3. If you use a ball that rolls (i.e., tennis ball), it is suggested to establish a system where an additional student(s) retrieve missed catches without interfering with the performer and out of the camera view. 4. Remaining students in the class should not be permitted to be an audience for the performance of the students being assessed. 5. Teachers need to make arrangements for students not being tested to be engaged in other activities that will not interfere with testing area. One example is to organize students in a rotation of stations which would include an assessment practice station just prior to the actual assessment. If possible, request a teaching aid or parent volunteer to monitor other students while you administer the test. 6. For testing efficiency, other students in the testing station can be throwing and catching with a partner and rotate turns with the teacher (in diagram below, while teacher is testing student #1, students #2 & #7, #3 & #6, and #4 & #5 will practice). Make sure spacing of practicing students insures no interruption. In the diagram below notice the camera is positioned to see student assessed and teacher receiving the student s throw. Teacher Student 7 Student 6 Student 5 (Lines 12 feet apart) Student 1 Student 2 Student 3 Student 4 18

Equipment/Facilities/Materials: You will need: 1. Numbered pinnies for all students 2. Camcorder, tripod, DVD/memory card, and extension cord at least 25 feet long 3. Tape measure and tape to mark lines on floor for camera location and starting points. It is recommended that you use tape to show the area for you and the student to stand. 4. Clipboard, pen, and score sheet 5. Suggested hand-sized objects for throwing and catching include fleece balls, whiffle balls, or tennis balls. Beanbags are not an option. Be sure to use the same object for every child. Camera Location and Operation: Set up camera where both the teacher and the student are in view. The student s entire body, including the feet, must be in camera view and close enough to assess throwing and catching form. Position camera so the teacher can be seen receiving the catch. Do a trial run on camera position before starting the assessment. Teacher - - - - - - - -12 - - - - - - Student 19

TENNESSEE PHYSICAL EDUCATION STUDENT GROWTH MEASURES Underhand Throw and Underhand Catch Assessment Task Scoring Rubric Level Underhand Throwing Form Underhand Throwing Accuracy Underhand Catching Form Catching Success 5 Consistently (4 of 4) throws with all critical elements (below) with fluid motion Consistently (4 of 4) throws catchable throws* Consistently (4 of 4) catches with all critical elements (below) with fluid motion Consistently(4 of 4) makes clean catches** 4 Usually (3 of 4) throws with all critical elements: -Arm back in preparation -Opposite foot forward -Release toward target Usually (3 of 4) throws catchable throws* Usually (3 of 4) catches with all critical elements: -Two hand catch with little fingers in -Reach for ball and absorb catch -Tracks ball to hands Usually (3 of 4) catches the ball 3 Usually (3 of 4) throws with only 2 critical elements present Sometimes (2 of 4) throws catchable throws* Usually (3 of 4) catches with only 2 critical elements present Sometimes (2 of 4) catches the ball 2 Usually (3 of 4) throws with only 1 critical element present Lacks control of tossing accuracy and seldom throws catchable throws * (<2 of 4 are catchable) Usually (3 of 4) catches with only 1 critical element present Seldom catches the ball (<2 of 4 are caught) 1 Violates safety procedures and/or does not complete the assessment task *A catchable throw is defined as the receiver not having to move more than one step. **A clean catch is defined as no bobble. Rubric Definitions: (5) Highly Competent; (4) Competent; (3) Somewhat lacking in mature execution of skill; (2) Incompetent; (1) Did not complete or protocol was altered 20

General Assessment Protocols: 1. Teach before, direct during, and evaluate after. Prior to the pre-test teachers should only teach and practice the protocol. After the pre-test and before the post-test, teachers should teach their curriculum assuring they are teaching the tested content. Prior to the post-test teachers should review and practice the testing protocols. The teacher should inform students of their pre-test scores as a means to motivate improvement. On the day of the test, the teacher takes on the role of director of the assessment. Later, through watching recordings of the test or grading the cognitive/affective tests, the teacher becomes an evaluator. 2. One student at a time should be assessed. The entire class should complete the assessment. Students waiting to be assessed should be participating in other activities, not sitting/watching the individual being assessed. 3. If the teacher tosses an uncatchable toss, repeat the toss and verbally indicate to the camera that the toss will be repeated. 4. All video/digital recordings must clearly show student numbers. All students on camera should wear pinnies/jerseys with large white numbers that are at least 8-10 inches high and 1 1/2 to 2 inches wide on each side. If possible, use dark colored pinnies (i.e., black, navy blue,). You will need enough pinnies and different numbers for each student in the class. Do not put two students with the same number and color on the same recording for an activity. If you record on two different days you must make sure two students do not have the same number and color. 5. Before the assessment, you must start the camera and read the directions to all students. If assessment must continue on another day, or if all students did not hear the directions, directions must be read again on camera. If you are doing station formation, repeat the directions as each group rotates to the assessment station. You may clarify the directions, but once testing starts they should get no further coaching from you on how to do the activity. 6. Immediately before a small group of students perform, each student should state his/her FIRST/LAST NAME and NUMBER (include color with number if you have duplicated numbers on different colored pinnies) loudly into the camera. Students should stand approximately five feet from the camera. The teacher should restate the name and number into the camera. 7. If a video/digital recording is not clear, the test should be repeated at another time. Teachers may repeat video/digital recordings as many times as is necessary to get the technical quality of the recording needed for good judgments to be made about student performance. 8. On occasion, a teacher may allow a student to repeat a performance if that performance does not represent what the student is capable of doing. Students who repeat their performance should be at the end of the class recording and changed to the end of the summary score sheet. 9. Students should appear on the summary score sheet in the exact order they appear on the video/digital recording. *Failure to follow any of the above protocol or modifying the assessment task will cause the PE-SGM on this assessment to be evaluated as a ONE. 21

TENNESSEE PHYSICAL EDUCATION STUDENT GROWTH MEASURES Second Grade Perform a Variety of Locomotor Patterns Assessment Task: Perform the locomotor patterns of gallop, skip, slide sideways, and jog ending in a jump/land. In groups of four to seven, students will be expected to perform all four locomotor skills while traveling in general space. The teacher will call out the first skill of gallop. After approximately 30 seconds, the teacher is to provide a stop signal (e.g., voice, drum, clap.) The protocol is repeated for the skip and the slide. For the last locomotor travel pattern the students are instructed to jog for about 10 seconds and on the teacher s signal execute a jump from one foot landing on two feet. Students should be instructed to pause momentarily to demonstrate a controlled landing. Criteria for competency (Level ): 1. Performs gallop using mature pattern 2. Performs skip using mature pattern 3. Performs slide using mature pattern 4. Performs a jog into a jump and lands using mature pattern Critical Elements of Performance: Gallop Smooth, rhythmical forward action on the balls of the feet Demonstrates lead leg step-close action without crossover Hips (torso) facing forward Momentarily airborne Skip Body erect with head facing forward Step taken followed by a short hop with a knee lift Alternating feet Momentarily airborne Slide Smooth, rhythmical sideways action on the balls of the feet Demonstrates lead leg step-close action without crossover Hips (torso) facing forward while side faces direction of travel Momentarily airborne Jump and Land One foot take-off to two foot landing Swings arms forward and upward while airborne Bends hips, knees, and ankles for soft controlled landing (no steps taken) Holds landing for approximately two seconds *The jog pattern is not assessed. It is simply used as transition into the jump. 22

Assessment Protocols: Directions to Students (Read aloud verbatim and on camera) You will be asked to perform four locomotor skills with several other students while traveling in general space. The boundaries you will need to stay in are marked with cones (or other noticeable equipment, such as poly spots). Remember when traveling in general space you should be careful not to move close to anyone else and to look for open space. The sequence of locomotor skills includes the following order: gallop, skip, slide sideways, and jog into a jumping where you take off on one foot and land on two feet. Be sure and pause for a couple of seconds to hold your landing after the jump. You will perform each skill for about 30 seconds. I will signal when to stop and will then remind you of what is next. During the jog I will signal when to perform your jump. Directions to Teachers 1. See General Assessment Protocols at the end of this section. 2. Clearly indicate the 24 X 24 area where students will perform locomotor skills. 3. Put students in groups of three or four students; have groups practice sequence once prior to filming the assessment. 4. Students are asked to start in their own personal space within the 24 X 24 area. The different locomotor skills will be performed while traveling in general space. Teacher calls out gallop (students gallop for approximately 30 seconds) and teacher signals a stop. Teacher calls out skip (students skip for approximately 30 seconds) and teacher signals a stop. Teacher calls out slide sideways (students slide for approximately 30 seconds) and teacher signals a stop. Teacher calls out jog and reminds students on next signal (approximately 10 seconds into the jog) they will jump from one foot, landing on two. 5. Encourage students to stay within the assessment area and to maintain personal space as they travel so as not to interfere with others. Safety and Classroom Management: 1. Set up 24 X 24 locomotion area so no other students can enter the area. 2. Be sure that students understand the boundaries of the locomotion area and to avoid moving in the pathway of the other students in their group. 3. Allow only students with safe footwear to be assessed (e.g., no sandals or boots) 4. If setting up the assessment area outside, use smooth hard surface free from obstructions or debris. 5. Remaining students in the class should not be permitted to be an audience for the performance of the students being assessed. 6. Teachers need to make arrangements for students not being tested to be engaged in other activities that will not interfere with testing area. One example is to organize students in a rotation of stations which would include an assessment practice station just prior to the actual assessment. If possible, request a teaching aid or parent volunteer to monitor other students while you administer the test. 23

Equipment/Facilities/Materials: You will need: 1. Numbered pinnies for all students 2. Camcorder, tripod, DVD/memory card, extension cord at least 25 feet long 3. Tape measure and tape to mark lines on floor for camera location and cones (or other noticeable equipment, such as poly spots) for the locomotor assessment area (24 X 24 ) 4. Clipboard, pen and score sheet 5. Any other necessary equipment for performing the task Camera Location and Operation: Set up camera at an angle in the corner of the assessment area. The camera must be far enough away to capture the entire area and at a height to see the entire body, including the feet of the students. Do a camera position check with children traveling in assessment area before starting. = Cone = Camera 24 24 24

General Assessment Protocols: 1. Teach before, direct during, and evaluate after. Prior to the pre-test teachers should only teach and practice the protocol. After the pre-test and before the post-test, teachers should teach their curriculum assuring they are teaching the tested content. Prior to the post-test teachers should review and practice the testing protocols. The teacher should inform students of their pre-test scores as a means to motivate improvement. On the day of the test, the teacher takes on the role of director of the assessment. Later, through watching recordings of the test or grading the cognitive/affective tests, the teacher becomes an evaluator. 2. Groups of four to seven students are assessed at one time on the locomotor performance. Students waiting to be assessed should be participating in other activities and not sitting/watching the individual being assessed. 3. All video/digital recordings must clearly show student numbers. All students on camera should wear pinnies/jerseys with large white numbers that are at least 8-10 inches high and 1 1/2 to 2 inches wide on each side. If possible, use dark colored pinnies (i.e., black, navy blue, kelly green). You will need enough pinnies and different numbers for each student in the class. Do not put two students with the same number and color on the same recording for an activity. If you record on two different days you must make sure two students do not have the same number and color. 4. Before the assessment, you must start the camera and read the directions to all students. If assessment must continue on another day, or if all students did not hear the directions, directions must be read again on camera. If you are doing station formation, repeat the directions as each group rotates to the assessment station. You may clarify the directions, but once testing starts they should get no further coaching from you on how to do the activity. 5. Immediately before a group of students perform, each student should state his/her FIRST/LAST NAME and NUMBER (include color with number if you have duplicated numbers on different colored pinnies) loudly into the camera. Students should stand approximately five feet from the camera. The teacher should restate the name and number into the camera. 6. If a video/digital recording does not come out clearly, the test should be repeated at another time. Teachers may repeat video/digital recordings as many times as is necessary to get the technical quality of the recording needed for good judgments to be made about student performance. 7. On occasion, a teacher may request that a student repeat a performance if that performance does not represent what the student is capable of doing. Students who repeat their performance should be at the end of the class recording and changed to the end of the summary score sheet. 8. Students should appear on the summary score sheet in the exact order they appear on the video/digital recording. *Failure to follow any of the above protocol or modifying the assessment task will cause the PE-SGM on this assessment to be evaluated as a ONE. 25

TENNESSEE PHYSICAL EDUCATION STUDENT GROWTH MEASURES Locomotor Skills Assessment Task Scoring Rubric Level Gallop Skip Slide Jump and Land 5 Performs gallop using all critical elements and with fluid motion Performs skip using all critical elements and with fluid motion Performs slide using all critical elements and with fluid motion Performs jump and land using all critical elements and with fluid motion 4 Performs gallop using critical elements (all 4 elements) -Smooth, rhythmical forward action on the balls of the feet -Demonstrates lead leg step-close action without crossover -Hips (torso) facing forward -Momentarily airborne Performs skip using critical elements (all 4 elements) -Body erect with head facing forward -Step taken followed by a short hop with a knee lift -Alternating feet -Momentarily airborne Performs slide using critical elements (all 4 elements) -Smooth, rhythmical sideways action on the balls of the feet -Demonstrates lead leg step-close action without crossover -Hips (torso) facing forward while side faces direction of travel -Momentarily airborne Performs jump and land using critical elements (all 4 elements) -One foot take-off to two foot landing -Swings arms forward and upward while airborne -Bends hips, knees, and ankles for soft controlled landing (no steps taken) -Holds landing for approximately two seconds 3 Performs gallop using most critical elements (3 of 4 elements) Performs skip using most critical elements (3 of 4 elements) Performs slide using most critical elements (3 of 4 elements) Performs jump and land using most critical elements (3 of 4 elements) 2 Performs gallop using two or less critical elements. Performs skip using two or less critical elements. Performs slide using two or less critical elements. Performs jump and land using two or less critical elements. 1 Violates safety procedures and/or does not complete the assessment task Rubric Definitions: (5) Highly Competent; (4) Competent; (3) Somewhat lacking in mature execution of skill; (2) Incompetent; (1) Did not complete or protocol was altered 26