Unit Assessment Plan:

Grade 6 Phys.Ed Throwing and Catching Unit

Mr. Peter Vooys
Throughout the week, I would circulate throughout the class observing student
practice and offering formative assessment to students to help them refine their
throwing and catching techniques. This is my main source of assessment for
learning.
There are multiple partner activities throughout the week, and I would have the
partners assess one anothers techniques, which will both help their partner, and
function as assessment for learning for partner being assessed, and as assessment
as learning for the partner doing the assessing. The partners will switch roles mid-
exercise.
I will be providing a mid-week exit slip self-assessment, where the students will
have an opportunity to assess themselves on several skill and attitude criteria. I
have included a copy of the exit slip under the rubric for the unit. This will also serve
as assessment as learning. During each days cool-down, I will have the students
reflect on the days PE learning, and I may also assign a focus to think about for
next class, like asking the students consider how they can improve next time. I may
also ask them to think about this while we briefly stretch at the beginning of each
class.
The main summative assessment for the week will be during Class #4, where the
students will have multiple opportunities to throw a dodgeball at a target, and catch
a dodgeball. I would also be observing their throwing form, throwing accuracy, and
catching technique throughout the week as an additional source of assessment
evidence, which I would record on my participation checklist.
Daily C and D outcomes would be assessed on my participation checklist, which
Ive provided a mock-up of beneath the unit summative assessment rubric. There
are quite a few, and I would ask for feedback from a colleague before deciding to
run with this, or reduce the number of C and D outcomes assessed during the week.
Assessment-supporting materials:
Here is my rubric for the Grade Six Throwing and Catching unit. I have chosen to
use a 1-4 scale, like the scale used by the Calgary Board of Education. Each
outcome has several components, and a student may score higher in one
component than another, which will be marked on the rubric and taken into account
for report card evaluation. For certain outcomes, especially sportsmanship
outcomes, a simple yes or no might be more prudent than the 1-4 scale, which
Ive demonstrated with my final outcome (D6-4). Id initially included D6-2 in the
assessment, but removed it, as my criteria were too similar to C6-6, and Id argue
that the practice of these outcomes looks similar. I would explicitly assess D6-2 at a
later date.

Outcomes Advanced (4) Good (3) Basic (2) Limited (1)

The student The student The student The student The student is
demonstrates shows perfect shows good shows a basic not yet
the ability to form in form in understanding grasping the
throw a ball throwing, and throwing, and of good fundamentals
with proper could teach can continue to throwing form, of throwing,
form. (A6-5) the skill to improve their and could use and needs
Weight:20 others. form (specific more practice more practice.
areas for (specific areas (specific areas
improvement: for for
_______________ improvement: improvement:
_______________). ___________ ______________
___________) ______________
______________)
The student The student The student The student The student
demonstrates shows shows shows some requires more
the ability to advanced reasonably accuracy in practice to
throw a ball accuracy in good accuracy throwing, and become more
with accuracy. throwing. in throwing. could use more accurate in
(A6-5) practice. throwing.
Weight: 10
The student The student is The student The student The student
demonstrates adept at shows some has a basic shows
the ability to catching a ball, proficiency in understanding difficulty in
catch a ball shows spatial catching a ball, catching a ball, catching a
with proper awareness, and some and may show ball, and
technique. and spatial some spatial limited spatial
(A6-5) consistently awareness. awareness. awareness.
gets to the (specific areas More practice More practice
Weight: 10 ball. for is is highly
improvement: recommended. recommended
________________ (specific areas .
________________ for (specific areas
________________ improvement: for
) _______________ improvement:
_______________ ______________
_______________ ______________
) ______________)
The student The student is The student is The student is The student is
demonstrates consistently usually kind, often kind, insufficiently
proper kind, polite, polite, and fair polite, and fair kind, polite, or
etiquette and and fair in in games and in games and fair, and
fair play in games and exercises. exercises, and requires more
class. (C6-3) exercises. could be a work at good
Weight: 10 little more sportsmanship
mindful of
sportsmanship.
The student The student The student The student The student
describes and consistently often sometimes needs more
demonstrates demonstrates demonstrates demonstrates work towards
practices that that they are a that they are a that they are a becoming a
contribute to strong team strong team team player. strong team
teamwork. player. player. player.
(C6-5)
Weight: 10
The student The student is The student is The student is The student is
identifies and consistently usually sometimes rarely
demonstrates encouraging, encouraging encouraging encouraging
positive helpful, listens and helpful, and helpful, or helpful, has
behaviours attentively to usually listens sometimes difficulty
that show instructions, attentively to listens listening to
respect for and cheers on instruction, and attentively to instructions,
self and their often cheers on instruction, and rarely
others (C6-6) classmates. their and sometimes cheers on
Weight: 10 classmates. cheers on their their
classmates. classmates.
The student The student The student The student The student
demonstrates always puts in usually puts in sometimes rarely puts in
enjoyment of the effort the effort puts in the the effort
physical required by the required by effort required required by
activities class activities, class activities, by class class
through and shows and often shows activities, and activities, and
extended great enthusiasm. has shown rarely shows
participation. enthusiasm. enthusiasm. enthusiasm.
(D6-1)
Weight: 15
The student The student The student The student The student
can identify, always plays usually plays frequently plays
describe and safely, and safely, and plays safely, unsafely, is
follow the cheerfully cheerfully helps corrects reluctant to
rules, routines helps with with setup and behaviour accept
and setup and cleanup when when spoken feedback
procedures for cleanup when asked. to, and helps about safety,
safety in a asked. with setup and and reluctant
variety of cleanup when to help with
activities from asked. setup and
all movement cleanup.
dimensions.
(D6-3)
Weight: 10
The student The student participates in, The student shows difficulty or
participates demonstrates, and understands reluctance to participating in
in, and the benefits of safe warm-up and safe warm-up and cool-down.
demonstrates cool down.
the benefits
of, safe warm-
up and cool-
down. (D6-4)
Weight: 5
Total marks /100

Daily participation checklist sample. Used for assessment of C and D outcomes, and
as an additional source of assessment evidence for A6-5. The teacher would use
these throughout the unit.

Student Name: Outcome 1 (A6-5) Outcome 2 (C6-1) Outcome 3 (D6-3)

Ash, Iman 2 3 3
Bedelia, Amelia 1 3 4
Bear, Brother 3 2 2
Martens, Doc 4 2 2
Smith, Jim 3 2 3
Walker, Thompkins 1 2 1

Here is a self-assessment exit-slip for the students to fill out at the end of Day 2

Skills Totally Getting It Sort of Getting It I Dont Get It!

I can throw a ball
skillfully and
accurately
(lead with non-
dominant foot,
point at target
with leading arm,
throw from
shoulder, bend
elbow, release
ball, follow-
through with
throwing arm)
I can catch a ball
skillfully (get to
the ball, catch ball
with hands/arms,
hold the ball)
I support my
classmates and
encourage them.
I understand the
importance of
warm-ups and
cool-downs, and
use them to
improve my
performance in
sports.

In addition to the assessment tools above, I would extensively use formative

assessment, as assessment for learning, and peer assessment when students are
working in pairs as assessment as learning.