Wednesday, November 4, 2009

What I learned about the topic during LINKS:

I learned a lot about rubrics during our last LINKS class. Rubrics can provide specific feedback. The specific feedback described during class were the various levels of quality defined, student friendly language, important targets and is it usable and practical enough for students to self-assess. Another thing that I learned during class was that without clear and precise targets, you can’t build a good rubric. Planning a unit backwards was discussed and this was seen to help clarify the main targets. Rubrics are also best used for assignments that require students to self-evaluate their progress and improve performance. Rubrics can also be formative or summative assessments.

What I implemented/tried in my classroom:

I used a rubric on dribbling with feet during a kicking unit. I assessed each criterion according to specific levels of performance (advanced, proficient, and partially proficient). The 4 categories I assessed were: 1. Taps ball so that it stays within 3 or 4 feet of self. 2. Uses inside and outside of feet. 3. Looks forward more than down. 4. Identifies the three skill cues.

The impact on my Case Study student:

The impact on my case study student showed that there were specific things that Billy was suppose to do and accomplish. I told him what I was assessing and how I was assessing each different part. It seemed to help Billy focus on each skill and know what I was looking for in each skill.

The impact on other students: I used this rubric during a Developmental Adapted Physical Educaiton 1:1 session so it did not have any affect on other students.

Questions on rubrics or conferences:

I do not really have any questions on rubrics. I was wondering if my fellow Physical Education teacher was planning on having fitness testing scores available for students/parents to see and use for discussion purposes. Do you think this would be a useful terms of conversation for conferences?

Rubric on Dribbling with feet:

Dribbling with Feet

Assess each criterion according to the specific levels of performance (advanced, proficient, and partially proficient). Record on class list.

Criteria and Levels of Performance

1. Taps ball so that it stays within three or four feet of self.

· Advanced Performance: Always taps ball so that it stays within three or four feet of self (tap-tap).

· Proficient Performance: Sometimes taps ball so that it stays within three or four feet of self (tap-tap).

· Partially Proficient Performance: Does not tap ball so that it stays within three or four feet of self (tap-tap).

2. Uses inside and outside of feet.

· Advanced Performance: Always uses the inside and outside of the feet --- left and right --- to tap the ball (inside/outside).

· Proficient Performance: Sometimes uses the inside and outside of the feet --- left and right --- to tap the ball (inside/outside).

· Partially Proficient Performance: Does not use the inside and outside of the feet --- left and right --- to tap the ball (inside/outside).

3. Looks forward more than down.

· Advanced Performance: Always has eyes looking forward (eyes-up).

· Proficient Performance: Sometimes has eyes looking forward (eyes-up).

· Partially Proficient Performance: Does not have eyes looking forward (eyes-up).

4. Identifies the three skill cues.

· Advanced Performance: Able to verbally identify all three skill cues correctly.

· Proficient Performance: Able to verbally identify two of the three skill cues correctly.

Partially Proficient Performance: Able to verbally identify less than two of the three skill cues correctly.

2 comments:

  1. Hey Amy,
    Rubrics are great for assessing skills in PE, i think that it really makes what we do more valid as we can prove we are actually assessing something! Instead of just saying, hey your kid is or is not trying.
    As far as fitness tests go, I am going to have them available during conferences. That way i actually have something to talk about. The rubric which I used was a "behavior" rubric where the students did a self assessment on their own behavior, I will use this during conferences as well.
    Looking through your rubric if I were to publish it in something other than a links class. I would make the categories simpler. For example instead of "Identifies three cues" I would just put "cues" because what you are assessing is in the AP, PP, and Partially PP and if you have a title like "identifies the three skill cues" makes it feel more like a checklist
    See you soon
    Dave

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  2. Amy,

    I agree with Dave-- I liked your rubric, but I might also change the last one. Then again, I don't know how clearly you laid out the skill cues (nor do I really know what those are)... so I would just be curious to have more explanation to that. When you're working with a student one on one, though, you can easily take the time to really explain and make sure he understand what you are looking for/expect from him. It's definitely true that using a rubric for someone who has a hard time concentrating and focusing would help guide them more clearly toward their established learning targets.

    Have you thought about ways that you could adapt the same rubric for your other students? I know you teach younger ages, so how might you simplify a rubric for them? I liked Dave's idea about a rubric for behavior, but I'm mostly concerned/wondering how to make that really accessible for 1st and 2nd graders. I'd love to hear your ideas, too!

    Talk to you soon!

    Katie

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