Assessment Plan Template

Topic: Educational Gymnastics

Teacher Names: Jake and Nick

Formative Assessments: Design 3 formative assessments that students participate in throughout

the unit that are linked with learning activities. These formative assessments should provide
students with feedback about their progress toward the culminating assessment and unit goals.

Psychomotor Pre/Post Assessment

National Standards:
Standard 1:The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
Balances on different bases of support, demonstrating muscular tension and extension of free
body parts (S1.E7.3)

Jumps and lands in the horizontal planes using a mature pattern (S1.E3.3)

Standard 3: The physically literate individual demonstrates competency in a variety of motor

skills and movement patterns.

Engages actively in the activities of physical education class, both teacher-directed and
independent. (S3.E2.4)

Colorado Standards:
Identify the major characteristics of mature locomotor, non-locomotor, manipulative, and
rhythmic skills: Students can jump and land for height using a mature form (1.1.1.c)

Identify the major characteristics of mature locomotor, non-locomotor, manipulative, and

rhythmic skills: Transfer weight from feet to hands at fast and slow speeds using large extensions
such as mule kicks, handstands, or cartwheels. (1.1.1.g)

Assess and take responsibility for personal behavior and stress management: Describe and
demonstrate responsible behavior and decision making while participating in physical activity
(3.5.1.c)

Lesson objectives:
SWBAT Jump and land using in a variety of different pathways (height and distance)
SWBAT Identify components of a successful weight transfer.
SBAT Cooperate and encourage one another in challenge by choice

Overview/Description:
Students will stand on the black basketball baseline facing towards the opposite wall. The first
task will be to jump for height. Students will jump three times for height, all starting from the
black line. I will assess students on two components-did they use their arms to swing up not out,
and did they have a squash landing.
Next will be the jumping for distance. Once again, students will jump three times, all starting
from the black line. I will once again assess students on two components, swinging their arms
forward (instead of up) and did they have a squash landing. As this is a pre assessment, I’m
assessing on if the child did or did not accomplish those criteria.

Context of Administration of Assessment (When, where, and how is it implemented in the

lesson): This assessment will be implemented at the beginning of the lesson, immediately
following the instant activity.
As this is the pre assessment, the administration will be limited on the cues provided, because I
want to see where students are in their understanding of cues.
How does this assess the psychomotor domain? The students will be doing the jumping and
landing, which is what the psychomotor domain is referring to.

Rubric/Assessment Tool (create below):

Name/Criteria Swing Squash Swing Squash

Upwards Forwards

Adamari Yes No Yes No Yes No Yes No

Azra Yes No Yes No Yes No Yes No

Hanna Yes No Yes No Yes No Yes No

Itzel Yes No Yes No Yes No Yes No

Juan Yes No Yes No Yes No Yes No

Miguel Yes No Yes No Yes No Yes No

Nolyen Yes No Yes No Yes No Yes No

Osmary Yes No Yes No Yes No Yes No

 Sariah Yes No Yes No Yes No Yes No

Shaila Yes No Yes No Yes No Yes No

Cognitive Formative Assessment

National Standards:
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.

Colorado Standards:
Explain how the health related fitness components are used to improve physical fitness. Identify
and demonstrate flexibility exercises for major muscle groups. (2.4.1.c)

1. Assess and take responsibility for personal behavior and stress management.
Set a personal goal to improve a skill and work toward that goal (S3.5.1.b)

1. Explain how the health-related fitness components are used to improve physical fitness.
Identify and demonstrate flexibility exercises for major muscle groups. (4.1.1.c)
Identify health-related components of fitness and demonstrate an exercise that positively impacts
each component. (4.1.1.b)

Lesson objectives:
Psychomotor: Demonstrate a wide variety of mature and safe rolling patterns consistently in a
variety of application tasks
Cognitive: Be able to provide appropriate cues for a mature pattern of rolling
Affective: Be accepting and encouraging of others and what they are comfortable performing.

Overview/Description:
Students will be given a plickers assessment on appropriate cues for rolling, and picking the
correct image for a muscular endurance.

Context of Administration of Assessment (When, where, and how is it implemented in the

lesson): This assessment will be implemented at the conclusion of the lesson, in the last 10
minutes of class. This assessment will use plickers to analyze whether or not students have
grasped the understanding.

How does this assess the cognitive domain? This assessment allows for students to identify the
appropriate cues for rolling, cues that they should have picked up on in class and allows us to see
if they’re grasping content knowledge.

Rubric/Assessment Tool (create below):

1) What cues are important for balance?
a) Don’t fall over, look at a moving object
b) Tight tummy, no wiggles or wobbles
c) Hold for one second, hop around
d) Use your neighbor as support, wobble

2) What cues are important for a successful weight transfer?

a) No wiggles or wobbles, maintain control over your legs
b) Flop on the ground, don’t participate
c) Do what you want, as long as it’s safe
d) Using your head for support

3) What cues are important for a safe roll.

a) Chin out with a straight back.
b) Chin Tucked
c) Curled back
d) Both b and c

4) What cues are important for jumping for height?

a) Swinging your arms upward
b) Swinging your arms out
c) Straight knees to absorb the force
d) Stiff knees to absorb the force

5) Which image depicts muscular endurance?

A)
B)
 C)

D)

Affective Formative Assessment

National Standards:
Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respects self and others.

Exhibits responsible behavior in independent group situations (S4.E1.4)

Reflects on personal social behavior in physical activity (S4.E2.4)

Standard 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.

Rates the enjoyment of participating in challenging and mastered physical activities (S5. E2.4)

Colorado Standards:

Assess and take responsibility for personal behavior and stress management.
Describe and demonstrate responsible behavior and decision-making while participating in
Physical activity. (S3.5.1.c)

Lesson objectives:
Psychomotor: Demonstrate a mature pattern of jumping and landing in a variety of application
tasks.
Cognitive: Be able to provide appropriate cues for a mature pattern of jumping and landing.
Affective: Be accepting and encourage others to do what they’re comfortable doing, not push
someone beyond their comfort level.

Overview/Description: Students will be assessed on their participation and their self-direction for
learning tasks. At the beginning of the lesson, the lead teacher will discuss the importance of
what it means to exhibit personal and social responsibility, primarily active participation and
self-direction for learning tasks. At the conclusion of the lesson, students will fill out an exit slip
asking them to rank their performance for that day.

Context of Administration of Assessment (When, where, and how is it implemented in the

lesson):
As previously mentioned, the introduction to the assessment will take place at the beginning of
the lesson, but the actual implementation of the assessment will not take place until the end of
the lesson. It will be implemented using pencil and paper, a self reflection. The teacher for the
day will also fill out a column just to compare to what the student believes to what the instructor
believes.

How does this assess the affective domain? This assesses the affective domain by having
students be aware of their personal relationships with other classmates as well as how they’re
perceiving their own participation in the class.

Rubric/Assessment Tool (create below):

 Never True Sometimes True True most of the Teacher’s
time thoughts

I followed all
directions

I tried my best

I let others
participate

I encouraged
others

I was accepting
of others’
challenge by
choice

My teacher did
not need to
remind me to
keep practicing

Summative Assessment (Design a summative or culminating assessment that engages students

and demonstrates their ability to apply knowledge and skills in a setting that is realistic to the
activity and to the achievement of the unit standards and goals.

National Standards:
Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.

Uses various locomotor skills in a variety of small-sided practice tasks, dance and educational
gymnastics experiences. (S1.E1.4)

Balances on different bases of support on apparatus, demonstrating levels and shapes (S1.E7.4)
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.

Combines movement concepts with skills in small-sided practice tasks, gymnastics and dance
environments (S2.E2.4)

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.

Identifies the components of health-related fitness. (S3.E3.4)

Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respects self and others

Listens respectfully to corrective feedback from others (peers, adults). (S4.E3.4)

Standard 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.

Rates the enjoyment of participating in challenging and mastered physical activities. (S5.E2.4)

Colorado Standards:
1. Identify the major characteristics of mature locomotor, non-locomotor, manipulative, and
rhythmic skills.
Create a rhythmic routine including gymnastics, creative dance, or jump rope. (S1.1.1.e)

2. Analyze opportunities for participating in physical activity and actively engage in

teacher-directed and independent activities.
Understand the importance of participation in fitness-enhancing physical activities such
as gymnastics clubs, community-sponsored youth sports, or activity clubs. (S2.3.2.a)

4. Demonstrate knowledge of safe practices in a physical environment setting.

Differentiate between safe and unsafe participation and environment. (S4.6.1.c)

Lesson objectives:
Psychomotor: Be able to combine previous taught skills into a routine and have a mature pattern
in a variety of educational gymnastic skill themes, such as weight transfer, jumping and landing,
and rolling.
Cognitive: Identify the cues for a successful weight transfer, roll, and jumping and landing.

Affective: Be a positive role model and leader to other students during the challenge by choice
model. Encouraging classmates to keep up the good work.
Overview/Description:

Context of Administration of Assessment (When, where, and how is it implemented in the

lesson):
This assessment will take place the last half of the lesson. As students are creating a culminating
event, time will be given for students to prepare for their evaluation. As this is also the biggest
assessment tool, the lead teacher will need time to properly analyze all three domains.
How does this assess all three domains?
This will assess all three domains by:
Psychomotor: Students will perform a gymnastics routine, focusing on specific cues from
previously taught lessons
Cognitive: In part with demonstrating the routine, students will also have to write two cues with
each component of their routine. (Two components per box)
Affective: Students will be assessed on how much effort they put into their routine and how
respectful they are of other classmates based on the challenge by choice principle.

Rubric/Assessment Tool (create below):

The Olympics have arrived and it’s your turn to showcase your skills with a gymnastics routine.
Your routine must include AT LEAST ONE OF THE FOLLOWING:
Jumping and Landing
Balance
Rolling
Weight Transfer
Locomotor Skill (This can only be used once)

You are in charge of asking for equipment (mats, benches, blocks). You must draw out your
routine and list two cues associated with the task. (Example: Balance is the task, Tight core is
one cue)
Cue 1) Cue 1) Cue 1)
Cue 2) Cue 2) Cue 2)
 Cue 1) Cue 1) Cue 1)
Cue 2) Cue 2) Cue 2)

Cue 1) Cue 1) Cue 1)

Cue 2) Cue 2) Cue 2)

Teacher Evaluation:
/18​ Students wrote /9​ Students /3​ Students were
down appropriate demonstrated the actively engaged in
cues for each task cues in a mature preparing the routine
pattern and accepting of
others’ routines.

Adamari

Azra
 Hanna

Itzel

Juan

Miguel

Nolyen

Osmary

Sariah

Shaila