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NYS Elementary Profile Assessments

NYS Elementary Profile Assessments. They’re Here!. What has taken so long?. Lots of different “leaders” Format of the Assessments Division of Levels (K-2 & 3-5, or K & 1-2 & 3-4) Practical and able to do in regular classes. Commencement PE Profile as end product.

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NYS Elementary Profile Assessments

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  1. NYS Elementary Profile Assessments They’re Here! Tom Winiecki Mott Road Elementary School Fayetteville, NY 13066

  2. What has taken so long? • Lots of different “leaders” • Format of the Assessments • Division of Levels (K-2 & 3-5, or K & 1-2 & 3-4) • Practical and able to do in regular classes

  3. Commencement PE Profile as end product • Thought through what is needed to be able to be successful at Middle School level • Then, what is needed to succeed at HS level • Missing? (Aware of Chase/Flee/Dodge)

  4. Where are we right now? • Pilots were completed • Field Testing has been taking place (about 28) • Feedback being collected for final adjustments, if needed • Content Validity…

  5. Grade 2 and Grade 5 Field Test Assessments Elementary PE Profile

  6. What are they? • 2nd Grade • Approach and Kick a Stationary Ball • Hand Dribble and Jog • Self Volley • Strike With Paddle/Racket • Underhand Toss & Catch • Jump Rope • Gymnastics

  7. What Are they? • 5th Grade • Soccer Dribble & Pass • Basketball Dribble & Pass • Hockey Dribble & Shoot • Overhand Throw to Target • 2 Hand Volley With Partner • Jump Rope Routine • Gymnastics Routine

  8. Tried to make as many Rubrics as “similar” as possible • 4: __________has become automatic; movement is effortless, displays all key points, never loses control, controls ________ with very little movement. • 3: __________can be performed with concentration, performance is consistent, displays all key points; successful at least 5 times before losing control. • 2: __________is becoming consistent; movement beginning to conform to intent; successful 3, or 4 times before losing control; sometimes displays key points; occasionally leaves area. • 1: __________ is haphazard; one attempt does not resemble another; efforts are awkward; performance characterized more by surprise than expectancy; form does not resemble desired skill; does not maintain control.

  9. K.I.S.S. • A concerted effort was made to design assessments that do a couple of things: • Reflect what should be taught and learned by each level (2nd/5th grades). • Record sequential learning within categories.

  10. Gr. 2 Underhand Toss & Catch • Task: From a distance of 10’, students will self-toss and catch a beanbag or 3” fleece ball and then underhand toss to a 3’ x 3’ target that is 3’ off the floor. Students will continue to self-toss, catch, and toss to a target until directed to stop by teacher.. • Key Points:

  11. 5th Grade Overhand Throw • Task: Using a tennis ball, students will perform an overhand throw to hit a target 3’H x 6’W and 3’ off the floor, from a distance of 25’. Students will throw continuously until directed to stop by the teacher. • Key Points: • Proper technique • Throwing elbow high, hand back, side opposition • Segmental rotation, weight transfer to opposite forward foot • Follow through in direction of target

  12. 2nd Grade Jump Rope • Task: Students will jump a rope continuously. • Key Points:

  13. 5th Grade Jump Rope • Task: Students will design and perform a 16 beat jump rope routine that is comprised of 4 different jump rope skills, each performed for 4 beats • Key Points: • Routine composed of required elements. • Elements are performed with good technique including a smooth transition between moves within the routine.

  14. 2nd Grade Gymnastics • Task: Students will design and perform a gymnastic sequence comprised of the following elements: 1. A 3-Point Balance; 2. A Roll; 3. Leap or Jump; 4. A 2-Point Balance. • Key Points: • Composition • All required elements present • Technique • Balances held for 3 seconds • Roll, Leap, Jump under control

  15. Rubric: • 4 = routine includes all required elements; performs 3 of 4 elements with good technique. • 3 = routine includes all required elements; performs 2 of 4 elements with good technique. • 2 = routine includes 3 of the 4 required elements; only 1 of the elements is performed with good technique. • 1 = routine includes 2 or fewer of the required elements; proper technique is not in evidence.

  16. 5th Grade Gymnastics • Task: Students will design and perform a gymnastic routine comprised of the following elements: 1. Balance 2. Roll 3. Travel Sequence 4. Weight Transfer 5. Roll, different than the first 6. Balance, different than the first. • Key Points: • Routine composed of required elements. • Elements are performed with good technique including a smooth transition between moves within the routine.

  17. Rubric • 4 = routine includes all required elements; performs 5 of 6 elements with good technique; transitions are smooth. • 3 = routine includes 5 of the 6 required elements; performs 4 of 6 elements with good technique; transitions are smooth. • 2 = routine includes 3 of the 6 required elements; only 3 of the elements are performed with good technique. • 1 = routine includes 2 or fewer of the required elements; proper technique is not in evidence.

  18. Final Comments/Questions?

  19. http://www.fmschools.org/webpages/twiniecki/index.cfm?subpage=7759http://www.fmschools.org/webpages/twiniecki/index.cfm?subpage=7759

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