Part 5: Analysis of Results

Data Analysis: Learning Goal 1 (skill) Pre-assessment The pre-assessment data shows that little over half of the students have a high level of competency in the football throw. There is room for improvement in the remainder, but they are also at a level we believe to be acceptable. Half points were awarded to those who showed signs of attaining a perfect score, but something just seemed to fall slightly short in one aspect of the skill. Post-assessment After reviewing the data presented by the post-assessment analysis, student improvement was apparent in all of those who hadnt achieved a perfect score during the pre-assessment. The data also shows that there was only a small amount of gain across the class roster but this was only because the class had generally scored high during the initial assessment and because the class has a small si e to begin with. Reliability The same tools where used to measure the students ability in the psychomotor domain, and where administered by the same instructor for both the pre- and post- assessment analyses. An analytical rubric was used, giving each instructor specific key points to look for when distributing grades, rather than having each grade rely on the instructors opinion of what is important. The skills being assessed during the post-assessment period were observed in a gamelike situation similar to that of the pre-assessment period. Adjustments Adjustments made at this level included assessing the students ability during a modified game in order to observe the skill in a more authentic environment. This was also because the lesson in which the pre-assessment took place was relatively inactive! this will be discussed more in the fitness objective. !ange in student learning "ach student had a positive increase in scores during their post-assessments compared to their pre-assessments. This can be shown in the graph below which depicts the differences in means between the pre- and post-assessment! an overall mean gain of #$ is e%pressed. An outlier with the value of ero was removed from the post assessment data because the value had been due to a students absence and therefore would have positively skewed the data in a manner that would inaccurately represent the classes mean.

Data Analysis: Learning Goal " (fitness# $!ysi%al a%ti&ity) Pre-assessment &re-assessment data for the fitness component of the unit had shown that while students were meeting the goal set out for them, the units overall objective would be better met if the goal were increased. 'tudents had shown that they understood what we were looking for in the fitness component and would be able to achieve the learning objective. Post-assessment (ata from the post-assessment would indicate that students had a good understanding of the importance of fitness, and all students had met the goals for each lesson and therefore completed the fitness objective of the course. Adjustments The main adjustment made for the )itness *earning goal was to bring activities into the unit that re+uired more activity and were more game-like! the pre-assessment data was gathered during a time where the students were more stationary than the rest of the unit. However, with this in mind, we also had to increase the step count goal to make it more realistic for a more active lesson which proved wise! the step goal was still met even with this increase. !ange in student learning ,mprovement in student performance from pre- to post-assessment showed a strong increase in the students ability to meet our fitness objective. As seen below, the effect si e of the fitness data reached a value of -../! this is far above the generally accepted value for a large effect si e, stated to be about /.0.
Overall Mean gain 51%

Mode Median Male Gain Female Gain Difference Non-disabled Gain Disabled Gain Difference Non-!"" Gain !"" Gain Difference #$andard Devia$ion !ffec$ #i%e&

NA 57% 60.71 % 31.07 % 29.64 % 43.77 % N NA 43.77 % NA NA 128.6 6 2.50

Data Analysis: Learning Goal ' (%ogniti&e) Preassessment 1hat was learned by evaluating the results of the preassessment cognitive scores was that student hadnt yet fully learned all the cues we asked them to learn. The class average was above the goal we had set for the course objective, which was a very positive outcome in such an early stage. Post-assessment The data collected from the post-assessment had shown improvement in every element in the cognitive domain. This will be covered more in 2hange in 'tudent *earning section. 3ur students have shown us a clear understanding of the material we presented them with, and went above our e%pectations in the cognitive domain.

Reliability and %ontent &alidity 2ontent of the cognitive assessment remained unchanged in both the pre- and post-assessment stages. This ensures that the grades earned by students were based purely on their knowledge and understanding of what we had taught in class, and not just of what we decided to ask them that particular day. Adjustments After seeing the first set of results in the cognitive assessments allowed us to reali e that reviewing the cues for throwing a football would be beneficial towards the learning e%perience of the class. ,n general, the class knew the cues but didnt fully understand them. &rogressing through the unit will have allowed them to spend more time becoming familiar with this material, and resulted in them achieving the objective. &erhaps each student scored a perfect score on the post-assessment analysis, the ne%t cognitive e%amination will be of a higher difficulty.

!ange in student learning The increase in cognitive learning of the class was apparent when considering the side by side comparison of the means of the scores from the pre-assessment to the post-assessment. The gain in mean alone was 4/$, which put each student at the highest score achievable in our assessment.

Data Analysis: Learning Goal ( (affe%ti&e)

Pre-assessment 1hat we gathered from our pre-assessment stage in the affective area was that students already e%celled with what we wanted them to do! only in a few instances where our criteria not met. This did not show that the students lacked an understanding of why the affective domain was important, rather that the ways they e%pressed teamwork were just different than what we were looking for. Post-assessment After going over e%actly what we were looking for in our students so that they may reach the criteria we set up for them.

Adjustments The ne%t time we are to assess teamwork in a unit, we will be changing our criteria in a manner that doesnt leave room for error in such a way that we e%perienced in our pre-assessment! there were many ways students e%hibited teamwork that didnt match our criteria which resulted in data that one could argue to be skewed. !ange in student learning The pre-assessment data is shown in the first pie chart, the second being the post-assessment data. As with the other domains, the students had shown a positive change in performance.