Amber Portwood

Elementary Assessments
Skipping and Sliding
2nd Grade

Student learning outcome: SWBAT demonstrate mature form for skipping by alternating the
lead foot and step hopping to travel in a straight pathway for 20 feet.

Conley Hills Elementary Skipping Data -55.5% (20/36) of students had

Student # Trial 1 Trial 2 Student # Trial 1 Trial 2 a 100% success rate
1   18 x x -36.1% (13/36) of students had
2   19 x x a 50% success rate
3   20 x  -8.3% (3/36) of students had a
4 x  21 x  0% success rate
5   22  
6   23 x  Because only 55% of students
7   24   could skip without error
8   25 x  between two trials, this
9   26 x x indicates that these students
10   27 x  may not have spent enough
11 x  28   time developing fundamental
12   29  x motor skills at an earlier grade
13  x 30   level. That being said, just over
14   31   90% could skip without error at
15 x  32  x least one of the two trials. Since
16   33   this skill should be mastered by
17   34   this age, I would revisit this
 motor skill to ensure student
35 x
mastery.
36 x 

It was decided that 20 feet was not adequate distance for students to travel in order to
demonstrate proper form while skipping. Because of this, the distance was changed for
skipping with the next testing group. There were also too many practice trials before the actual
assessments so students felt tired by the end of the session. Practice trials were reduced for the
next testing group.
Student learning outcome: SWBAT use a mature form of sliding by having the body turned
sideways to desired direction, a step sideways followed by a slide of the trailing foot to a point
next to the lead foot, a brief period of both feet off the ground, while sliding between two
cones 15 feet apart while facing the same direction.

Conley Hills Sliding Data

Student # Trial 1 Trial 2 -80% of students had a 100% success rate
1   -10% of students had a 50% success rate
2   -10% of students had a 0% success rate
3  
  I’m unsure of why only ten students were assessed on
4
sliding, but of those assessed, 80% were able to slide
5 x 
without error across two trials. Because of this, I would
6 x x
consider this skill mastered by the majority of the
7  
students and would not revisit it further.
8  
9  
10  

Student learning outcome: SWBAT demonstrate mature form for skipping by alternating the
lead foot and step hopping to travel in a straight pathway for 30 feet.

Museum School Skipping Data

Student # Trial 1 Trial 2
-89.5% of students had a 100% success
1  
rate
2  
-10.5% of students had a 50% success
3  
rate
4   -0% of students had a 0% success rate
5  
6   Nearly 90% of students were able to skip
7   without error across both trials which
8   indicates they have a strong foundation
9   for this fundamental motor skill. I would
10   consider this skill mastered by the
11   majority of the students and would not
12 x  revisit it further.
13 x 
14  
15  
16  
17  
18  
19  
Student learning outcome: SWBAT use a mature form of sliding by having the body turned
sideways to desired direction, a step sideways followed by a slide of the trailing foot to a point
next to the lead foot, a brief period of both feet off the ground, while sliding between two
cones 30 feet apart while facing the same direction.

Museum School Sliding Data

-47.4% of students had a 100%
Student # Trial 1 Trial 2
success rate
1 x x
-31.6% of students had a 50% success
2  x
rate
3 x 
-21% of students had a 0% success
4 x x rate
5 x x
6   Because only 47% of students were
7   able to slide without error across
8   both trials, but over 70% could slide
9  x at least once without error, I would
10  x briefly revisit this skill and reassess to
11   ensure student mastery.
12  
13  
14 x x
15  x
16  
17  
18  
19  x

Overall, there were very clear differences between the two schools. For starters, the
demographics were very different. At Conley Hills, students were majority African American
and Hispanic while ethnic backgrounds varied at the Museum School but were majority
Caucasian. The Museum school is a charter school while Conley Hills is a public school. The class
sizes were much larger at Conley Hills as well. When discussing particular skills with the
teachers, there were some that students do not get exposure to through school. As far as
student behavior goes, students at the Museum school were more well behaved than at Conley
Hills. They listened to directions clearly and did not get distracted during tasks. Students at
Conley Hills displayed many behavior problems including having to be given instructions more
than once, and reminded to stay on task consistently. I believe these behavior issues could
directly contribute to the lower assessment scores at Conley Hills. If the teacher has to spend a
lot of time on classroom management and keeping students on task, there is less time for
learning and development to occur.
My final student learning outcome for skipping would be: SWBAT demonstrate mature
form for skipping by alternating the lead foot and step hopping to travel in a straight pathway
for 30 feet. This ensures students have enough distance to demonstrate competency in
skipping without having to repeat too many times. Students will get adequate practice trials,
but not so many that they feel tired for the actual assessment. My final student learning
outcome for sliding would be: SWBAT use a mature form of sliding by having the body turned
sideways to desired direction, a step sideways followed by a slide of the trailing foot to a point
next to the lead foot, a brief period of both feet off the ground, while sliding between two
cones 30 feet apart while facing the same direction. Again, this ensures students have enough
distance to travel to demonstrate competency while making sure they don’t get too tired. I feel
confident that these learning outcomes give clear parameters indicating correct form and could
be used by any teacher. I feel they are realistic in nature but also provide adequate information
on student competency.