ASSESSMENT


All teachers have their own method of assessing their students. Usually the games in Elementary Games for Elementary Students tend to have several layers that take more then just one class to complete. Thus for that reason unit plans are wise to use when assembling several lesson plans that all aim toward specific objectives. According to the Learning and Evaluating Situation (LES) process used by the Quebec education system, students should be evaluated about one to two times per unit. 

The methods used to all depend on the challenge or objective of the unit. If an objective were to be for the students to create a routine based on individual skills or group skills, then the method of assessment would be peer assessments, teacher assessments and personal assessments. This method of marking would provide students with questions that will help them check and see if they have met the criteria presented to them at the beginning of the unit. Units like such aim to improve individual locomotor, non-locomotor, and manipulative skills, so the assessments would consist of a check list style of questions or statements. If a student was performing a front roll and their peer was suppose to evaluate them, the assessment paper would ask or state “was the chin tucked to their chest?”, “ arms were not used during and after the roll”, and “were legs tuck at all times during the roll?”.  

Units that revolve around team work and strategy making would be assessed by the teacher as well as group assessments. The group assessments would consist of questions that contain who, what, why, and how questions that concern their ability to create different strategies on defense and offense, as well as how they communicated as a team. A sheet would be given to each group before by the third lesson so that they may start writing down specific strategies and draw up diagrams. By the last lesson students are given a questionnaire asking questions such as: “What strategies did you use on offense and defense?”, “How did you communicate with each teammate?” and “Did you make short passes or long passes and why?”. In this specific way of grading the group gets one mark, unlike the other situation where everyone gets an individual mark. 

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