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Katrina Szumlas
University of Lethbridge
ED3604 - Assessment Portfolio
February, 2019
Professor: Dr. Keith Griffioen
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Table of Contents

Formative Assessment ------------------------------------------------------- pgs. 3-7

Performance Task and Rubric --------------------------------------------- pgs. 8-10
Summative Test and Blueprint --------------------------------------------- pgs. 11-13
Unit Assessment Plan --------------------------------------------------------- pgs. 14-18
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Formative Assessment
Learning Outcomes Grade 7 [D7-]
 General Outcome D: Students will assume responsibility to lead an active way of life.
 Specific:
o D7-2 identify and demonstrate strategies that encourage participation and
continued motivation
o D7-6 Students will record and analyze personal goals based on interests and
abilities

Rationale

Why you chose the type of formative assessment you did?

 The purpose of maintaining a log book throughout Grade 7 Phys Ed. is to enable students
to record and monitor their weekly participation goals inside of and out of class. By
establishing personal goals, students are able to focus on their own interests and abilities,
while also participating in a healthy lifestyle. The use of goal setting in a Physical
Education program contributes to the development of necessary skills, such as time
management, decision making, and the ability to clearly communicate what it is that they
are trying to accomplish.

A discussion of how you intend to measure and record student success

 Student success will be monitored formatively by having each student create a SMART
goal for each week-long unit. They will then identify various ways that they can
accomplish their goal, as well as how they are challenging themselves through each
specific goal. This will take place during the first class of each unit; Where students will
be given time to establish their goals. At the end of the unit, students will complete an
entry in their log book which reflects on their progress towards their goal. Students will
hand-in their log book weekly, in order for them to receive detailed feedback in the
following class. The feedback will take into account each individual’s different needs and
abilities. It will also acknowledge each student’s individual goal, along with their
personal growth in Physical Education.

What you will do with the results?

 Physical Education classes should involve the student, teacher, and parents/guardians. By
maintaining a log book, students are able to monitor their individual growth and
participation in Phys Ed., as well as share it with significant others in their life. By
engaging with the students log books, it gives teachers the ability to recognize which
students may benefit from reteaching of certain skills or concepts in future lessons. In
addition, collecting written documentation of each student’s progress creates an
opportunity for communication between parents and teachers, which is often overlooked
in Physical Education.
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Athlete Log Book

This log book has been created to assist you on your Physical Education
journey in grade 7. You will use this log book to record your
participation goals for each unit, as well as the ways that you are
working towards accomplishing your goals.

Setting goals and keeping track of your progress can help you stay
motivated while pursuing an active lifestyle. You will share the
information in this log book with your teacher on a weekly basis. Your
teacher is there to guide and encourage you on your journey to
accomplishing your personal goals.

Things you will record in your log book:

 SMART Goals for the unit
 Ways to achieve your goal
 Describe how your goal challenges you
 A weekly journal entry to track your progress
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DATE: UNIT: NAME:

SMART Goal Planning:

 Specific:

 Measurable:

 Achievable:

 Relevant:

 Timely:

My SMART Goal:

____________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3 ways I will work towards my goal:

This goal challenges me because…

Unit Goals
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DATE: UNIT: NAME:

Result / Achievement / Things I did well:

How I can improve:

Weekly Journal
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Formative Assessment: Athlete Log Book

 Goal Setting- did the student identify realistic SMART goals based on their interests
and abilities?
 Goal Progress- did the student identify different ways to achieve their SMART goal,
and show progress towards that goal?

(insert student’s name) goal setting/ progress feedback:

Feedback Criteria: Taking into account each individual’s different needs and abilities, the
teacher will acknowledge the SMART goal they created. Detailed feedback will be provided in
regard to the student’s ability to set appropriate goals, challenge oneself, and monitor their
progress. It is encouraged that feedback is then considered when creating the following unit’s
SMART goal.
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Performance Task and Rubric

Learning Outcomes: Grade 7 Physical Education
 General Outcome B: Students will understand, experience and appreciate the health
benefits that result from physical activity.
 Specific: Functional Fitness
o B7-1 Students will analyze personal nutritional habits and how they relate to
performance in physical activity
 General Outcome D: Students will assume responsibility to lead an active way of life.
 Specific: Effort
o D7-1 Students will participate regularly in, and identify the benefits of, an active
lifestyle
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Personal Health Exploration

Health Canada is responsible for helping Canadians maintain and improve their
health. In order to help Canadians live a healthy lifestyle, Health Canada has provided
the Canadian Food Guide, and the Canadian Physical Activity Guidelines. These
guidelines emphasize the importance of combining healthy eating and physical
activity. For this assignment you will create a MyFitnessPal account to help you track
your nutrition and physical activity for three days. You will then create a poster that
compares your nutrition and physical activity to the recommendations from Canada’s
Food Guide and Canada’s Physical Activity Guidelines.

Your poster needs to include:

1. the Canadian Food Guide’s recommended servings per day for your age and
gender, along with the benefits of a healthy diet
2. the Canadian Physical Activity Guidelines for your age, along with the benefits
of participating in daily physical activity
3. a screenshot of your nutritional and physical activity choices from at least
one of the three days that you record using MyFitnessPal
4. a connection between your nutritional and physical activity choices and the
Canadian Guidelines
5. an explanation of how your nutritional choices impact your ability to
participate in physical activity

Make sure that your poster is appealing and eye-catching! You should include
drawings or pictures in your poster. If you wish to present your findings in a different
form (i.e., brochure, PowerPoint Presentation, etc.) ideas must be approved by your
teacher.

Resources:
 Canadian Physical Activity Guidelines
o http://csep.ca/CMFiles/Guidelines/CSEP_PAGuidelines_0-
65plus_en.pdf
 Canada’s Food Guide
o https://food-guide.canada.ca/en/
 MyFitnessPal
o https://www.myfitnesspal.com/
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Rubric: Personal Health Exploration

Student___________________________________

Grade Excellent Proficient Adequate Limited* Insufficient/

Criteria (4) (3) (2) (1) Blank*
Identify personal Provides an Provides an Provides a partial Provides a vague No grade is
exceptional adequate description of description of given because
nutrition and description of description of personal nutrition personal nutrition
there is
physical activity personal nutrition personal nutrition and physical and physical
insufficient
recommendations and physical and physical activity activity
activity activity recommendations. recommendations. evidence of
(B7-1) recommendations. recommendations. student
Presents insightful Presents relevant Presents minimal Presents incorrect
performance.
Describe the
ways that a ways that a ways that a ways that a healthy
benefits of a healthy diet and healthy diet and healthy diet and diet and
healthy diet and participation in participation in participation in participation in
participation in physical activity physical activity physical activity physical activity
benefit overall benefit overall benefit overall benefit overall
physical activity health. health. health. health.
(B7-1, D7-1)

Monitor nutrition Complete use of Complete use of Partial use of Does not utilize
MyFitnessPal to MyFitnessPal to MyFitnessPal to MyFitnessPal to
and physical collect data and collect data and collect data and collect data and
activity using meaningfully accurately briefly compares has an incomplete
MyFitnessPal, compares compares nutrition and comparison of
nutrition and nutrition and physical activity nutrition and
include results, physical activity physical activity habits to Canadian physical activity
and identify a habits to Canadian habits to Canadian recommendations. habits to Canadian
connection to the recommendations. recommendations. recommendations.

recommendations
(B7-1)
Communicate Describes Describes relevant Describes minimal Describes incorrect
significant ways ways that diet ways that diet ways that diet
how diet impacts that diet impacts impacts one’s impacts one’s impacts one’s
one’s ability to one’s ability to ability to ability to ability to
participate in participate in participate in participate in participate in
physical activity. physical activity. physical activity. physical activity.
physical activity
(B7-1, D7-1)

* When work is limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.
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Summative Test and Blueprint

Physical Education 7
Badminton
Name ______________________________ Date___________________ Total___/12

Quiz Outcomes
- A7-5 Demonstrate ways to receive, retain and send an object with varying speeds and
accuracy in skills specific to an activity
- A7-10 Demonstrate activity-specific basic skills in a variety of games
- C7-3 Demonstrate etiquette and fair play

You have 20 minutes to complete the quiz. Please complete all sections of the quiz before
handing it in. Good Luck!

Matching (1 mark each) a. Above the waist

Match the appropriate letter with the corresponding sentence.
b. Below the waist
c. Bottom
1. When serving the shuttle, the racquet head must be _______.
d. Middle
e. Top
2. When striking the shuttle, it should contact the _______ of the
racquet head.

Multiple Choice (1 mark each)

Circle the best answer based on what you have learned in class.

3. A high shot that travels to the back of your opponent’s court is called a:
a. Clear
b. Drive
c. Dropshot
d. Smash

4. In badminton, if you are serving and your score is an even number, you serve from the:
a. Left side to the left side
b. Right side to the right side
c. Left side to the right side
d. Right side to the left side

5. When a shuttle is hit back and forth several times between players, it is called a:
a. Carry
b. Rally
c. Set
d. Smash
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6. What happens when you are serving, and the shuttle does not cross your opponent
serve line?
a. You need to re-serve
b. You lose the match
c. You lose the point
d. You win the point

7. What is an example of badminton etiquette?

a. Smiling at your opponent
b. Serving before your opponent is ready
c. Saying the score before serving
d. Getting angry when you lose a point

Short Answer (1 mark for each blank)

Write the answer in the space provided.

8. If a singles player wants to serve a high and long shot that will land near the back of the
court, they should use a _________________ serve.

9. Low serves are typically used in doubles because the court is _________________ and
_________________.

Long Answer (1 mark each)

Analyze the following scenario and answer the question in the space provided.

10. Richard’s opponent is near the back of the court. Richard decides to perform a smash in
an attempt to win a point. Evaluate Richard’s shot choice and suggest one other shot
type that Richard could have used to win the point.

A. Evaluation:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

B. Suggestion:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Quiz/Test Blueprint

Teacher Name Katrina Szumlas & Ben Sorensen

Quiz/Test Blueprint Subject Physical Education 7
Topic/Focus Badminton

Taxonomic Level Question Types

Type I Type II Type III/IV Constructed Response

DoK 1 DoK 2 DoK 3
Remembering, Applying, Evaluating,
Outcomes Multiple Choice True/False Matching Short Essay/Extended Total
Understanding Analyzing Creating Answer Answer
A7-5 Demonstrate ways
to receive, retain and send
an object with carrying
3,5 10 speeds and accuracy in 3,5 10 3
skills specific to an
activity

A7-10 Demonstrate
activity-specific basic
2,6,8 9 skills in a variety of 6 2 8,9 4
games

C7-3 Demonstrate
7 1,4 etiquette and fair play 4,7 1 3

6 3 1 Total 10 5 2 2 1 10
 Subject Area Physical Education 14
ED 3604 – Evaluation of Student Grade Level 7
Learning Topic Badminton
Unit Assessment Plan Length of Unit 7 Classes/Days
(days)

Unit Assessment Plan

Stage 1: Desired Results
General Outcome A
Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games,
types of gymnastics, individual activities and activities in an alternate environment; e.g., aquatics and outdoor
pursuits.
General Outcome C
Students will interact positively with others
General Outcome D
Students will assume responsibility to lead an active way of life
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
- Racquet sports require manipulative skills - How are sport specific “locomotion” and
to alter the speed and direction of an “techniques” related to success in badminton?
external object to score points. - What is the relationship between practice and
- Development of sport specific techniques personal improvement in badminton?
and movements are necessary to progress - How is badminton etiquette used to develop respect
one’s ability. for self and others during a match?
- Sport etiquette is important to keep games
honest and fair.

Specific Outcomes (in full): Prior understandings…

Students will be able to… - How to safely move their body in space in relation to
other people and objects.
Activity: - A basic understanding of racquet sports, specifically
A7-1 – Demonstrate ways to improve and refine how to strike an object in a controlled manner.
the functional and expressive quality of - The rules of badminton and how they promote fair
locomotor skills to improve personal play.
performance
A7-5 – Demonstrate ways to receive, retain and
send an object with varying speeds and
accuracy in skills specific to an activity Where does this lead? (Future outcomes in the same
A7-10 – Demonstrate activity-specific basic course, following grade-level classes, etc.)
skills in a variety of games - Select and combine sport specific locomotor
Cooperation: skills such as footwork, to improve personal
C7-3 – Demonstrate etiquette and fair play performance.
C7-6 – Identify and demonstrate positive - Sport specific techniques to send an object in
behavior that shows respect for self and others desired speeds, directions and distances in
Do it Daily: different game situations.
D7-1 – Participate regularly in, and identify the - Continued development of etiquette and respect
benefits of, an active lifestyle for various sports and the players.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Physical Education 15
ED 3604 – Evaluation of Student Grade Level 7
Learning Topic Badminton
Unit Assessment Plan Length of Unit 7 Classes/Days
(days)

Stage 2: Assessments
Entrance & Exit Skill Test (Check
Title Goal Setting Journal Participation Unit Test
Slips List)
Learning Outcomes
Type F/S F F/S F/S S
(Formative/Summative)

Weighting 25% N/A 20% 35% 20%

A7-1 – Demonstrate ways to improve and

refine the functional and expressive quality of
locomotor skills to improve personal
performance

A7-5 – Demonstrate ways to receive, retain

and send an object with varying speeds and
accuracy in skills specific to an activity

A7-10 – Demonstrate activity-specific basic

skills in a variety of games

C7-3 – Demonstrate etiquette and fair play

C7-6 – Identify and demonstrate positive

behavior that shows respect for self and others

D7-1 – Participate regularly in, and identify

the benefits of, an active lifestyle
 Subject Area Physical Education 16
ED 3604 – Evaluation of Student Grade Level 7
Learning Topic Badminton
Unit Assessment Plan Length of Unit 7 Classes/Days
(days)

Assessment Assessment FOR Assessment OF

Brief Description Learning Learning
Tool
The students will be expected to maintain a goal setting journal throughout the
duration of the Grade 7 physical education class. The purpose of this journal is for
students to record and monitor their weekly physical activity participation goals
inside of and out of class and share them with the teacher. By establishing
personal goals, students are able to focus on their own interests and abilities, while
also leading a healthy lifestyle. Goal setting also contributes to the development of
necessary skills, such as time management, decision making, and the ability to
clearly communicate what it is that they are trying to accomplish. During the first
class of each unit, students will be given time to establish their SMART goal(s).
Goal Setting
At the end of the unit, students will complete an entry in their journal which will
Journal
reflect on their progress towards their goal. Students will hand-in their journal
weekly, in order for them to receive detailed feedback in the following class. The
feedback will take into account each individual’s different needs and abilities. It
will also acknowledge each student’s individual goal, along with their personal
growth in Physical Education. By collecting written documentation of each
student’s progress, it creates an opportunity for communication between parents
and teachers which can help guide future instruction. At end of each unit, students
will be assessed on their ability to create and work towards SMART goals on a
scale out 5.
Entrance and exit slips will be used to assess students’ prior knowledge and
learning throughout the course of the unit. They will also be used to measure and
track student progress. Put briefly, entrance and exit slips are short prompts or
questions that provide teachers with a quick student assessment to guide future
Entrance & teaching. When a student enters the classroom, they will be given an entrance slip
Exit Slips which they must complete within a given amount of time. This is an easy way to
conduct a pre-assessment of student knowledge before beginning the lesson,
allowing us to tailor the lesson to meet the students where they are at. When time
is up, the we will either collect the slips and review them or have a full class
discussion about them. Exit slips will be conducted in the same manner; However,
 Subject Area Physical Education 17
ED 3604 – Evaluation of Student Grade Level 7
Learning Topic Badminton
Unit Assessment Plan Length of Unit 7 Classes/Days
(days)

they will be used to assess student learning and understanding of a concept at the
end of the class. In the badminton unit, they would be used to assess student
pre/post understanding of sport specific knowledge such as etiquette, shot type,
game strategy, etc. Using the results from the entrance and/or exit slip, future
lessons will be modified based on the level of student understanding for certain
concept/skill.
This is a class based on participation in physical activity. As such, being prepared
to participate in class activities is a course requirement to meet the learning
outcomes, as identified in the curriculum. This will entail coming to class, having
a pair of runners (recognizing which students may not be able to afford a pair),
keeping their goal setting journal up to date, and bringing a positive attitude.
Students will be encouraged to actively participate throughout the duration of each
class. A checklist will be used to document all student participation (i.e., if a
student is in class and participating they will receive a check mark beside their
name for that day). The students who are known to be inconsistent in their
participation will be the primary focus of the checklist. A brief note will be written
Participation for these students immediately following the class. The students who are
consistently participating in class will have their checklist filled in when the
teacher has time. The primary goal being to get students physically active, while
having an enjoyable and positive experience. At the end of each unit, students will
complete a self-assessment of their participation, followed by a meeting with their
teacher to discuss what a realistic participation grade would be for that unit. This
would be influenced by the teacher’s observations and each student’s checklist
results. The checklist, self-assessment, and student-teacher meeting all provide
another form of documentation to provide evidence of student learning to justify
their grade. Strategies would be provided to students based on their current
participation level to help them improve in future units.
The skills test is designed to evaluate the student’s ability to receive, retain and
Skills Test send the badminton shuttle with varying speeds and accuracy. This will be done by
(Check List) providing students with a list of grade appropriate skills that they can practice. By
providing the list the class will better understand the skills they are developing,
 Subject Area Physical Education 18
ED 3604 – Evaluation of Student Grade Level 7
Learning Topic Badminton
Unit Assessment Plan Length of Unit 7 Classes/Days
(days)

which can facilitate their goal setting, and give them autonomy to practice the
skills that they find challenging. This strategy follows the PSI model of instruction
which motivates students to be independent learners through giving them
accountability and responsibility over their own learning. Overall, the check list
will allow students to identify the skills that they need to work on, help them set
goals to improve those skills, and motivate them to learn the skills needed to be
successful in badminton. The checklist would be given to the students in the first
class of the unit to allow them to identify the skills they need to learn. Students
will then practice their skills throughout the unit and complete a skills test near the
end of the unit in the form of a video analysis. The results of this assessment will
be used to guide future instruction and justify students’ grades.
Written assessment can be a powerful tool in Physical Education to assess a
student’s understanding of both specific game skills and rules. As physical
educators it is important to understand that our students will not all have the same
level of physical abilities, by using a written assessment in the form of a unit test
we are able to assess our student’s knowledge of game skills, strategies and rules.
Sport is not solely a physical event and requires many cognitive abilities to also be
successful. Outcomes that cannot be easily exemplified through movement can
usually be assessed through a written test, making it a very effective form of PE
Unit Test assessment. The students would be taught the different skills, rules, and strategies
throughout the unit, and given the opportunity to practice them in a tournament
setting. The unit would be concluded with the unit test to assess the students
overall understanding of badminton. This includes sport specific rules and skills
such as etiquette, written rules, as well as the different shots and when they should
be implemented in a game. If there are questions that prove to be particularly
difficult for students, those concepts would be revisited in future classes, or
eliminated from the test. Tests will be put into students file to document their
learning of each unit.