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Part 5: Analysis of Results

Learning Goal 1: Psychomotor Skill Analysis:


Pre-Assessment: Upon reviewing the results of the qualitative and quantitative pre-assessments, I observed and learned that all of the students besides student 10 could use work on their technique and for in the Frisbee backhand throw. The pre-assessment was done even before we went over the cues and proper form and also before we did any kind of demonstrations, so these results were somewhat expected. As for the qualitative assessment, less than half of the students reached the goal of scoring 7 out of 10 target throws. We can realize this to be because we had not yet gone over technique and form, so again we somewhat expected these results.

Qualitative Pre-Assessment Scores


5 4 3 2 1 0 Student's Score

Students

Quantitative Pre-Assessment Scores


Student's Score 10 8 6 4 2 0

Student

Post-Assessment: Upon reviewing the results of the qualitative and quantitative post-assessment we observed that all students made a dramatic increase in both quality of the skill and the amount of times they threw the Frisbee into the target. We can believe this is due to the fact that we did a whole other lesson focusing on throwing and form. We were expecting the scores to go up in each category but not as much as they did since we only taught for two days, so in this case we were pleased. In the post-assessment we observed that only two students did not reach our goal in the quantitative assessment.

Qualitative Post-Assessment Scores


Student's Score 5 4 3 2 1 0

Student

Quantitative Post-Assesment Scores


10 9 8 7 6 5 4 3 2 1 0 Student's Score

Student

Reliability:

We concluded these assessments to be reliable because even though it was only a two-day unit every student improved in some way. They were also completely related to the skill that we learned which adds reliability as well. Adjustments: If I were to change something about the lesson or the test in general I think I would change the way I explained the instant activity and the rules for the ultimate game that we played. It didnt seem that everybody understood the rules the first time I explained them; so if I were to do it again I would explain in more detail.

Quantitative Pre and Post Assessment Scores


10 Student's Score 8 6 4 2 0 Pre-Assessment Post-Assesment

Students

Qualitative Pre and Post Assessment Scores


Student's Score 5 4 3 2 1 0 Pre-Assessment Post-Assessment

Student

Pre-Assessment and Post-Assessment Averages Compared to Goal


10 9 8 7 6 5 4 3 2 1 0 7.64 5.79 4.43 3 4 Quantitative Qualitative 7

Average

Pre-Assessment

Post-Assesment Assessment

Goal

Learning Goal 2: Psychomotor Fitness Analysis:


Pre-Assessment: The students were informed that the step count for the pre-test was 450 steps. If the students reached this goal, they received a 5/5. If the students reached 350+ steps they received 4/5, 250+ steps received a 3/5, 150+ steps received 2/5, and anything below 150 steps received 1/5. Our goal for the class was for 100% of the class to get a 4/5 or better. According to the graph, only one student recorded 250+ steps and did not reach the class goal. These results allowed us to increase the activity in our post-test activity to increase the number of students reaching the goal.

Pre-Assessment Step Count Score


5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Student's Score

Student

Post-Assessment: The students were informed at the beginning of class that the step count goal was 550 steps by the end of class. If the students reached this goal, they received a 5/5. If the students reached 450+ steps they received a 4/5, 350+ steps received a 3/5, 250+ steps received a 2/5, and 150 steps or below received a 1/5. According to the graph, only one student did not reach the step count goal. However, 13 out of 14 students received a 5/5 on their post-assessment. Although one student did not reach the step count goal, overall the class improved on their scores.

Post-Assessment Step Count Score


5 Student's Score 4 3 2 1 0

Student

Reliability: One problem with using pedometers is that they are not the highest quality and the pedometers could have made errors. The only way to guarantee a specific number of steps were taken is to count them yourself, which is not feasible. It is possible that the pedometers did not record every step count, or it may have read too many steps. However, the pedometers were tested prior to each class and they showed consistent results, which creates reliable data from the students during every class. Adjustments: As physical educators, there are very few adjustments that could be made under our control. One adjustment would be to make sure that all of the students place their pedometers on the correct spot on their hip. It is also important to make sure that all of the pedometers are reset to zero at the beginning of class before the students use them. I feel that the step count data collection was a reliable method for assessing the fitness and physical activity levels of the students. One way to assess student learning with fitness and physical activity is through the use of step counts. The more steps students are taking during class, the more physically active they are. If students improve from the pre-assessment to the post-assessment, it shows that the students have an understanding of the importance physical activity. The comparison graph shows that even

though not all of the students reached the goal each time, there was a major improvement in step counts from the pre-assessment to the post-assessment.

Pre-Assessment and Post-Assessment Comparison


5 Student's Score 4 3 2 1 0 Pre Score Post Score

Student

Final Score for Step Count


10 9 8 7 6 5 4 3 2 1 0 Student's Score

Student

Learning Goal 3: Cognitive Analysis:


Pre-Assessment: For our pre-assessment, our goal was to see how much the student knew about Ultimate Frisbee and what we were going to need to focus on most in our lessons. Over the course of the unit, the goal would be to increase the overall average so that the mean was higher, thus showing that the students knew a good amount about the unit, thus having increased their learning. Our ultimate goal was to increase student learning by each student scoring at least an 80% on the cognitive test at the end of the unit. We did not give a pre-assessment during the first lesson. We did not have the time to give the assessment, while giving an affective assessment and psychomotor skill

assessment as well. We would have given the assessment during the next class period (Day 2 of the block plan). Post-Assessment: For the post-assessment we gave the same exact quiz that was previously given for the preassessment. The reason for this was to focus on those main points that were asked in the preassessment and make sure the students understood these main points of the unit. If the pre-test was significantly harder than the post-test, it would be harder to determine if learning did occur because the post test was made a lot easier, thus giving the student an advantage which could make the results unreliable. Again we did not have anything to compare the post-assessment grades to only because we did not have time in our first lesson to give the pre-assessment. The graph below depicts all the students final grade on the cognitive assessment. As you can see many of the students did extremely well on the quiz. As you can see, only students 10 and 12 did not meet our learning goal (score a grade of at least an 80% on the post-assessment). They both received a 60%, which is only one question away from receiving an 80%. To help students be more successful on this quiz, we believe that we should add more questions to the quiz. This also helps us to cover more material to make sure students do understand as much as possible about Ultimate Frisbee. Although 2 students did not meet our goal, we were pleased to see that 50% of the class did in fact exceed the goal of 80% by scoring a 100% on the cognitive assessment. This shows us that our students really did learn something throughout our unit.

Cognitive Assessment Final Scores


100 90 80 70 60 50 40 30 20 10 0 Student's Score

Student

Reliability: To assure that we had reliable and valid tests, we wanted to make sure that everything that would be on the test would be said during the lesson. By stating everything that was on the test during the lesson, this makes the test valid because the students have been told or taught everything that is on the test. To assure that the test was reliable, we used the same quiz that was used during the pre-assessment. We wanted to be able to measure learning as well as possible and by giving the same quiz we felt that gave us the best chance to see and assess learning. The test given was exactly the same when given as a pre-assessment and post-assessment.

Adjustments: Something that could be different when we teach this unit again would be to add more questions to the quiz. The reason for this is so that one wrong answer does not affect the students grade as drastically. With only one question wrong the students received an 80%. We would like to add more questions to help students get grades that could help them be more successful if they are paying attention in class. This will also help us to assess more material, and get a better understanding of how much our students did retain during the unit. The graph below shows the class average grade on the cognitive assessment compared to our goal. The class average was 87.14% and the goal was 80%. Clearly the class obtained the information provided to them throughout the Ultimate Frisbee unit. We were very pleased to see that the average score was much higher than the goal average.

Cognitive Post-Assessment Average Compared to the Goal


100 90 80 70 60 50 40 30 20 10 0 87.14 80

Average Score

Cognitive

Post-Assessment Assessment

Goal

Learning Goal 4: Affective Analysis:


Pre-Assessment: As you can see in the below chart, very few students scored a 9 on the pre-test. Only 3 of the 14 students scored a 9. This means only 3 students could not improve by the end of the unit. I believe this is good because students should be growing throughout the unit, and by the end of the unit many students did improve their score. We believe there should be room for improvement in all domains throughout a lesson for students. Without any improvement, students are not learning anything new.

Affective Pre-Assesment Total Score


9 8 7 6 5 4 3 2 1 0 Student's Score

Student

In the chart below, shows the answers that each student put for each question counted in grading the assessment. Only 16 questions received full points for the pre-assessment. By the postassessment, we wanted each question to be scored with at least a 2. We did not want to see any 1 which means that they completely disagree with the statement given.

Student Answers in the Pre-Assessment


Student Score per Question 3

2 Question 1 Question 2 Question 4

Student

Key the Student Score: 1: I complete disagree with the statement 2: Not sure if I agree or disagree. 3: I completely agree with the statement.

Post-Assessment: We were very happy to see that students who could improve from their pre-assessment score did improve. In fact, by the end of the unit more than half of the students scored a full 9 points on the assessment. 11 out of 14 students improved upon their pre-assessment scores. Only student 1, 2, and 8 did not improve, and this is because they scored the highest possible score on their preassessment, and post-assessment. Not one student scored lower than an 8, which means each student met the goal set at the beginning of the unit. The goal stated that each student would reach a score of 8 out of 9 by the end of the Ultimate Frisbee unit on the affective assessment. Student scores increased dramatically. Student 3 went from a score of a 3 to an 8. This is a 55.5% increase from the pre-assessment score.

Post-Assessment Affective Scores


9 Student's Score

Student

The below chart shows each answer given for the 3 questions counted in the score given in this domain. We were happy to see that there was no answer below a 2. This means students did not disagree with any statement. Most of the answers that were a 2 were from the first question, I like Ultimate Frisbee because of the social aspect of the game.

Student Score Per Question in the Post-Assessment


Student's Score per Question 3

2 Question 1 Question 2 Question 4

Student

Key the Student Score: 1: I complete disagree with the statement 2: Not sure if I agree or disagree. 3: I completely agree with the statement. Reliability: To ensure reliability during this assessment we did a few different things. First, we made sure to give the same assessment at the beginning of the unit and at the end. Also, we made sure to add questions that really did not have much to do with what we wanted to know from the student. This is why questions 3 and 5 were omitted when we did scored each assessment. These two questions were about negative feelings towards Ultimate Frisbee rather than how much a student enjoys or values Ultimate Frisbee. Adjustments: In the chart below, you can see the student pre-assessment and post-assessment scores compared next to each other. About 79% of students increased their scores from the pre to post assessment. The other 21% stayed the same. This means that this unit had an overall positive affect on student learning. I would not adjust much on this assessment. However, one major thing I would change is instead of having a 3-point rating scale, I would have a 5-point rating scale. This would give a better reading in my mind because students would be less likely to say that they are not sure if they disagree or agree with the statement. I would also ask more questions. This would give students a better chance of scoring a bit higher, and also give us as the teachers an even better idea of how students feel towards the unit. While adding more questions, I would add questions that are open-ended as well. This gives students a chance to explain why they scored each question the way they did.

Pre-Assessment and Post-Assessment Scores Compared


9 8 7 6 5 4 3 2 1 0

Student's Score

Pre-Assesment Post-Assessment

Student

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