CREATING AND DEVELOPING A PDQP

David Betz
National University
5-5-15

In partial fulfillment of the requirements for

MAT 690- Capstone

Professor: Carol Shepherded

CREATING AND DEVELOPING A PDQP

Abstract
This paper is creating a Professional Development Quest Portfolio. It consists of a table
of content with the 6 domains of TPE competency. Also the chosen TPE for this paper is
TPE 3: Interpretation and use of assessments. To support the TPE qualification there are
four articles with a pre and post assessments, a lesson and a review of the assessment
based of BTSA analysis and questions. Finally there is a reflection questions on the TPE
which was selected and review and analysis in Telling my story with TPE 3 in
performance with PDQP.

Introduction
This paper has a table of content for the TPE and this section is based on of TPE 3 the
interpretation and use of assessments. This is a formal assessment based on 5th grade students

CREATING AND DEVELOPING A PDQP

learning how to pass a basketball in Physical Education class. This assessment is to prove that
the state standard is being taught and students progress is made from below proficient to
proficient in passing a basketball with the chest and bounce pass. Included in the assessment are
two students who are highlighted in the article as case studies, Olivia and Eddie. Both students
who are approaching and below proficient in the standard. Students names are capitalized in the
pre and post assessment and in the reflection portion.
TABLE OF CONTENTS
TPE 1: Teaching Physical Education in a Single Subject Assignment
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices

Article # 1 Pre Assessment

Name: David Betz

Mentor: David Mainer

Grade Level/Subject Area: 5th grade PE

Analysis focus:

Sub-group

X Whole Class

Date: 2-2-15
Case Study Student(s)
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CREATING AND DEVELOPING A PDQP

Content Standard or Professional Teaching Standard (PTS):P.E standard 1.16 focus on passing a
basketball between partners in bounce and chest pass.
Assessment: Students will be assessed on passing a basketball to a partner based on their hand,
arm, feet and positioning of basketball.

II. Expectations: What specific skills, knowledge, and/or processes will students demonstrate?
What does meeting standard look like?

PE Standard 1.6 Pass a ball back and forth with a partner, using a chest pass and bounce
pass.

III. Performance Levels: What are the performance levels of your entire class?
Write the students names in the appropriate columns and determine percentages. Use ALL CAPS
for your case study students.

Far below standard 0-4

Approaching
standard 5-8

Ignacio A

Meeting standard 9-12

Exceeding
standard 13-16

Jasmin A
Nicholas S

Amanda S

Sofia M

EDWARD R

Isaac C.

Amanda A

Maria S

Yahir C

Joseph S

Jocelyn C

Kathryn T

Grace P.

Savannah F
Lucio G
Leslie G
Javier H

CREATING AND DEVELOPING A PDQP

Joseph K
Andrea L
Gina M
Max M
Robert C
Big Jay M
Carlos M
Angel M
Samantha M
Jimena P
OLIVIA R
Leila R
Isabella V

70 % of class

7 % of class

17 % of class

7% of class

IV. Describe Performance Strengths: Describe student work at each performance level above.
Discuss your case study students work specifically. What do these representative students know?
What are they able to do?

CREATING AND DEVELOPING A PDQP

Far below standard

Case study 2 Oliviastudent claimed never
learning basketball
before. She uses one
hand in throwing the
basketball, has poor
balance with feet
together and passes
sideways and various
overhead methods. She
does get the ball to her
partner most of the time
so they do not have to
move but the ball is in
various places.

Approaching
standard
Case Study 1
Eddie student
does pass
the pass
the ball but
does not use
proper, arm,
hand or ball
placement. He
does take a
step when he
passes the ball
which makes
him an
approaching
students and
occasionally
uses both
hands when
passing.

Meeting standard
Students are able to
bounce pass basketball with
correct hand, arm and feet
placement when practicing in
controlled setting during
drills.

Exceeding
standard
Students
are able to
bounce pass
basketball with
correct hand,
arm and feet
placement when
practicing
in non
controlled,
game setting.

V. Identify Areas for Growth: What are the representative students learning needs?
What are their possible misconceptions?

Far below standard

Approaching
standard

Meeting standard

Exceeding
standard

Throwing correctly with

proper hand placement,
Students partner is able
to catch the basketball.
Students need to become
at least 25% proficient in
skill drill. They need
correction of form and on

Students throw
correctly by
using two
hands and
a foot
step toward
their partner

Students learning needs are to

understand various distances
and become successful in
bounce and chest passes and
have practice in game
situations. They need to be
75% proficient in their
performance. Misconception

Student learning
needs are to be
able to teach to
others their skill
sets and
be to able to
perform bounce
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CREATING AND DEVELOPING A PDQP

how to deliver a
basketball to their
partner. Misconceptions
are they can throw the
ball with one hand off
balance

50%. They
need practice
and
consistency at
throwing the
basketball.
Misconception
is that they can
revert to
throwing with
one hand and
be successful

are students think stationary

passing is the only type
of pass in a game that they
will need.

and chest pass

in game and
small group
situations.
Misconception
of students: in a
game scenario
and in a practice
scenario the
intensity level
different.

Article #2 Lesson Plan

Lesson Plan 2-18-15 Physical Education Class

Mr. Betz- 2rd Period Mrs. Golbek- Bradley School
Basketball Lesson- Focus Passing 1.16
1- Intro -on numbers - (10 -15 Minutes)-Managing the class with rules and order of class for the
day along with announcements.
Warm ups 12 to 14 (student led)
4.16, 3.6 Demonstrate basic stretches is in proper alignment for hamstrings, quadriceps, hip
flexors, triceps, back shoulders, hip abductors, hip abductors and calves.
Review vocab/ Character trait/Referee (student led)-5.5, 5.3. Accept responsibility for
one's own performance without blaming others
Timed 2 lap jog- 5 minutes
3.7 sustain continuous movements for increasing periods of time while participating in moderate
to vigorous physical activity

CREATING AND DEVELOPING A PDQP

2- Skill building - on court- (15 to 20 minutes)

1.16 Pass a ball back and forth with a partner, using a chest pass and bounce pass.
Paired ball dribbling drill - full court progression for 80% proficiency
Paired combo drill- dribble/pivot/pass- 80% proficiency
Paired passing against defensive players- Sharks and Minnows- 50% proficiency
Paired passing with two basketballs - chest and bounce passing -50% proficiency

3- Games- Catch 5 or court game - on court -(15 to 20 minutes)1.1-1.4 students demonstrate

the motor and movement patterns needed to perform a variety of physical activities.
Dividing students into 4 different levels during games, exceeding and meeting standard
divided from, approaching and far below groups. Providing differentiated instruction.
4- Closure/Cool down - on field -(2 minutes)-4.7 Purpose of warm up and cool-down periodsTime for quick assessment with thumbs up, middle or down to resolve any conflicts with
students discrepancies.
Character cards
Assessment of the day

CREATING AND DEVELOPING A PDQP

Article #3 Post - Assessment

Name: David Betz

Mentor:

Grade Level/Subject Areal:

Analysis focus:

Sub-group

David Mainer

5thGrade PE

Date: 2-29-15

X Whole Class

Case Study Student(s)

Selected instructional strategy: Targeted Skill based drills, strategic partnering, modeling
(teacher, and student leaders), and small group games based on ability levels.
Assessment: Paired student passing interaction with observation of hands placement, feet
placement, and arm extension and ball placement during pass.

II. Expectations: What specific skills, knowledge, and/or processes will students
demonstrate?
What does meeting standard look like?

PE Standard 1.6 Pass a ball back and forth with a partner, using a chest pass and bounce
pass.

III. Performance Levels: What are the performance levels of your entire class?
Write the students names in the appropriate columns and determine percentages. Use ALL
CAPS for your case study students.

Far below
standard 0-4

Approaching
standard 5-8

Meeting
standard 9-12

Amanda, A

Exceeding standard 13-16

Jasmin, I
Ignacio, A

Adriana, C
Isaac, C
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CREATING AND DEVELOPING A PDQP

Yahir, C

Jocelyn, C

Javier, H

Savannah, F

Gina, M

Leslie, G

Max, M

Sofia, M

Big Jay

Angel

OLIVIA,R

Grace, Parry

Nicholas, D

EDWARD, R

Joseph, K

Mariah, S

Andrea, L

Joseph, S

Robert, K

Kathryn, T

Samantha , M
Jimena, P
Leila, R
Isabella, V

Pre-assess70
of class

% Pre-assess 7 % of
class

Pre-assess17
class

% ofPre-asses 7 % of class

Post-assess 0 %Post-assess 0 % of Post-assess 55 % Post-assess 45 % of class

of class
class
of class

IV. Describe Performance: Describe student work at each performance level above.
Discuss your case study students work specifically.
What are examples and evidence of what students know and are able to do?
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CREATING AND DEVELOPING A PDQP

Far below
standard

Approaching
standard

No students were No students were

far below approaching

Meeting
standard

Exceeding standard

Edward Case study 1 missed none

Olivia Case study 2 of the strategies in the technique
only missed a few and performance assessment. He
items and she met had full arm extension, ball
standards. Her handrotation, correct stepping and
placement and arm delivering the basketball in the
extension was
partners hands. He made no
proficient and only mistake in the chest and bounce
lacked full
pass. He was motivated and on
extension two
task. He became a leader in his
times. It might be small group and now plays on his
because of lack of own time during break time and
effort as opposed to enjoys basketball outside of class
not knowing proper time.
technique. Her
partner caught the
ball with ease each
time, but two
times she did not
pass the ball at
the area.
However, she did
bounce the ball at
least way. She
met the standard
with chest and
bounce passing to
her partner with
minimal technique
and etiquette
concerns.

Article #4 Review of supporting literature between Assessment 1 and Assessment 2

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CREATING AND DEVELOPING A PDQP

Conclusion
What does the data tell you? What conclusions can you draw about the impact of the selected
instructional strategy on your students?
Data tells me that the basic paired instruction, small group skill drills and consistency are
all necessary for students to gain and maintain new skill sets. Post assessment shows that 100%
of students are meeting or exceeding standard. If feel very confident in my instruction with the
standards that are given. In reflection of the standards, they are not specifically teaching a sport
but they infer that this technique is needed in order to be proficient in the sport of basketball.
The Catch 5 drill was fundamental in expanding the techniques in passing the ball. Although
the standards do not ask for other techniques for other aspect of games at this level, I notice this
skill set of passing is fundamental should be mastered by all students in order to gain access to
the next level of play in the following year.
In what ways did collaboration and/or professional development impact your teaching practice
and/or student learning?
Collaboration with NTP mentor, the principal, a co-worker PE coach all helped shape
student learning by reflecting upon what was being taught and designing lessons that addressed
the standard successfully. Conversations with a former PE teacher (now my principal) of various
skill drills helped identify effective techniques. Finding online support for bounce and chest
passing the basket all allowed me to further develop my drill instruction. My former work
at Santa Clara office of Education helped me prepare with teaching PE to alternative students.
For four years I taught and wrote a PE curriculum for students. My experience at high school
level alternative students prepared me well for fundamentals of teaching and how to teach
basketball. I wrote a curriculum with Santa Clara office of education and ETR associates. The
work gave me ample time and resources to use and prepare for teaching elementary PE.

What are some next steps?

Next steps include for students to maintain the skill drills necessary in order to develop
more offensive and defensive strategies in basketball. I plan to help build motivation with outside
resources such as YMCA and Santa Cruz Warrior Basketball Team and encourage all students to
be active in health and fitness. I will continue the progression unit of basketball and passing
technique drills and games when necessary. I will use game alterations such as passing four
times before shooting the ball and various other games to build engagement and provide skill
practice.

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CREATING AND DEVELOPING A PDQP

Telling my story using PDQP

Evaluation of progress in competencies in TPE 3 Assessments
The evaluation is a formal assessment which is not as common in Physical Education as
in other discipline. The assessment was simple and to the point for the state standard in being
proficient in passing a ball back and forth with partner with a chest and bounce pass. The
informal assessment are ongoing with Physical Education. TPE 3 states use a variety of
informal and formal, as well as formative and summative assessments, to determine students
progress and plan instruction. They know about and can appropriately implement the stateadopted student assessment program. (CTC, 2008) Informal and formative instruction are
ongoing and easily taught P.E but formal evaluation and summative assessment are much more
difficult on the court or on the field to document. These formal assessment take much more time
and I have not found a very proficient kinesthetic tool to evaluate students on an ongoing bases
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CREATING AND DEVELOPING A PDQP

with large groups without sacrificing class time. The closet it Fitnessgram which is subjective the
districts methodology of implementing the standards. The value of formal assessment does help
encourage the students and the teacher in the progression of learning and it helps increase
motivation with students success.

Strengths and Needs with TPE 3 Assessments

The strength of teaching P.E. and these assessment style, is being able to model the skill
of how to do the proper and improper passing techniques. In the formal assessment it shows how
quickly students can learn the standards with good examples. Use examples and models of
strong and weak work (Hunter p.84). Physical education provides a rich environment with
instant example of modeling proper and in proper techniques or strong and weak work. It is
only dependent on the teachers tact in how to use those examples to promote learning verse
belittling students who cannot perform tasks. Informal and formative is a strength in P.E classes
by its nature. The needs are proficient summative formal assessment tools. It takes an incredible
amount of teaching time to assess one students work effectively while the remaining class is
unmonitored. In Math class the answer can be the result of a knowledge base by one example on
a scan-Tron. In P.E. is not based on the end knowledge of a students proficiency in a task. It took
16 variables on one student at a time in order to make an accurate assumption on skill taught in
passing a basketball properly. This was not in game time but with paired partners. Unless student
are videotaped all assessment must be done during the time of class time. So the need come with
new technology with assessing students to be competent in different skill sets and different
standards are prevalent.

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CREATING AND DEVELOPING A PDQP

Possible TPE 3 Competencies used for PDQP

Formal assessments are the written proof for growth in a written documentation form.
Educators need hard facts of being able to take a state standard and able to deliver and educate
students and show growth in their students learning. Formal summaries assessment is the best
objective approach in showing the facts that a standard is taught. Expanding Fintessgram might
be a possibility with increasing competencies within the PDQP. Fitenssgram is formal, state
recognized and summative which PE lacks in most cases. This district in comparison with the
county office which I worked and in previous assignments, lack funding and technological
support to make it a standard. Also cost for the testing levels is not a goal for most
administration, Common Core, EL and Math are a driving force for formal assessments.
Reasoning and Professional needs and goals for selecting TPE 3 assessments
The reasoning behind formal assessment is Physical Education is often neglected and
ignored as being a discipline. Financial means drive test scores for most EL and Math goals for
teachers. Very little financial responsibility are linked to students physical health. My
professional needs are to broaden formative assessment tools which can simply formal
assessments. It is thought that only gifted or talented student are able to perform certain tasks in
Physical Education. I believe they are mainly learned skill set driven by parents influence and or
proficient Physical Education class. Based on former NCLB idea that All students are able to
learn and the belief that students have their gifting but all students can have a healthy active
lifestyle. Elementary and Middle school students form these self-image ideas at a young age and
once in their high school years active lifestyles are formed. Students beliefs about their own
competence and whether they have any control over the outcome of a task, as well as their

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CREATING AND DEVELOPING A PDQP

interests in the task and the reason why they are interested also influences students engagement
and persistence (Dean, p.20) Formal and summaries assessments are a key reminder that all
skills can be taught and all students can learn even when the students or their parents justify lack
of ability due to physical prowess. It is based on prior learning experiences, exposure to skill sets
a movement patterns and that students are engaged at a young age and persistently.

Conclusion
The portion of TPE 3 assessments focusing on formal assessments help give validity and
credibility to Physical Education. Students who are healthy have better overall lives and
contribute to society more fully and they learn character, team work, life skill beyond the
classroom. The assessment portion in PE is usually informal and is shown by student completion
of various skill which build upon each other. This type of chunking down of skill sets in the
elementary schools helps students build solid foundations for healthy living. The formal
assessment tool shows the competency of the teacher and give the class a clear and
understandable vision of what tasks are to be performed in a progression of accomplishments.
Yet there needs to be more effective and proficient tools in order to simplify formal assessment
to help student build better holistic and healthy lifestyles.

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CREATING AND DEVELOPING A PDQP

References

Commission on Teachers Credentialing California, Retrieved on

http://www.ctc.ca.gov/educatorprep/TPA-files/CandidateHandbook-AppendixA-TPEs.pdf

Dean, B. Hubbell, E. Pitler, H. Stone, B. (2012) Classroom Instruction that Works. Denver, Co.
ASCD publications.

Hunter, M. (1971) Teach for Transfer. Thousand Oaks, CA: Corwin Press, INC.

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