Hello. My name is Erik Carroll. I live in San Diego and have for my entire life. I am turning 40 this year and my wife of 7 years and I have a beautiful daughter of 21 months. She is the light of our life. I have been teaching for 13 years, 9 years teaching English and the last 4 years teaching physical education. I am passionate about everything sports, especially the San Diego Chargers.
I am currently earning my administration credential and earning my masters through Ashford at the same time. This program has helped me look closer at assessment and differentiation in a different light and now it looks like we’ll be looking at technology as well.
While I haven’t learned much about assistive technology, I did learn in my differentiation class that technology can be an important tool to assist you in differentiating instruction and making accommodations for those who need it.
I personally have had some experience with computers. When I taught English my final two years before moving on to physical education, I was part of a district pilot program that received 40 laptop computers for my classroom. Naturally this not only changed the way I taught but it also impacted much of the student engagement in my class in a positive way. When used properly, technology can have a positive impact in any classroom. My only concern is keeping up with the technology. Our schools already are cash strapped and need to keep up with the costs of updating equipment and repairing or replacing equipment that is lost, broken, or stolen. A piece of technology purchased today is irrelevant three years later. The money needs to be there and I am not sure our leadership has proven they can budget money properly to be able to afford to keep up with the changes.
I look forward to learning more.
Purpose and Learning Outcome: The purpose of this assessment is to determine whether the students have developed the basic skills necessary for passing a volleyball during a game to a partner using the correct form and consistently passing the ball with accuracy. The students are 6th graders and this is a part of a manipulative skills unit where the students are having to demonstrate the motor skills and movement patterns needed to perform a variety of activities. Being assessed is the following learning outcome: Given a volleyball, the student will volley the ball with a partner five consecutive times in the air using the forearm pass without a bounce.
Assessment Context: The skill of volleying using a forearm pass with correct form accurately is important for anyone wanting to play and compete in the game of volleyball. This skill is important to learn and master to avoid losing points for your team.
Holistic Rubric: See Attached:
Manipulative Skills Rubric
Testing Constraints: While giving this type of assessment, there are a number of factors that come into play. Being that we are in Southern California, most activities take place outside where weather can be unpredictable. Wind can especially play a factor on our outdoor volleyball courts which can hinder ones ability to successfully complete a pass to a partner. The partner themselves may not be at the same level as the passer being assessed and can therefore compromise the learners grade. Finally, while it is the passers responsibility to put themselves into the correct position to pass the ball, the ball may be in a spot that is difficult to hit and the passer may not be able to get in the correct position but still be able to complete the pass.
As I looked at my learning outcomes, they are very specific. Much of what I am asking my students to do is mechanical. In other words, if not done correctly with proper form, the task they are being asked to accomplish will not be executed properly. There are many little things that must be known by the athlete in order to get the one job done.
My first and third test items reflect this as each has to do with the mechanics of the swinging or striking of the object. My second test item is more about a rule in the game of wall, but this rule is necessary for success in the game. If the rule is not followed, the person who is striking the ball will lose the point every time they perform this action incorrectly.
With my test items, I attempted to, as Kubiszyn and Borich (2013) state, make my multiple choice questions clear and unambiguous, clearly having only once correct answer, avoiding possible answers like all of the above or none of the above, and avoiding trick questions. The questions are pretty straight-forward.
My essay question allows the students to not only go through the proper mechanics of a forearm pass used in volleyball, but it also asks them to transfer knowledge they learned about how they should strike the ball to what could possible happen if not struck properly. Asking them to explain the cause-effect relationship of the mechanics of striking the volleyball using the forearm pass allows for them to use higher-level thinking as they transfer what they know into what potentially can happen as they hit a volleyball improperly. I gave them specific guidelines as well, making sure they know I want no more than a page.
Kubiszyn, T., & Borich, G. D. (2013). Educational testing and measurement: Classroom application and practice. Hoboken, NJ: Wiley.
Learning Outcome #1: Using a paddle and tennis ball, the student will strike the ball against a wall and with a partner using a forehand swing ten consecutive times without it bouncing more than once before each swing.
Test Item: While striking a ball with a paddle in the forehand position, as the paddle strikes the ball, the palm of your hand will be facing:
A. behind you.
B. the wall in front of you.
C. the sky.
D. your partner.
Learning Outcome #2: Using a wall ball, the student will use a body part to strike the ball against the wall ten consecutive times without it bouncing more than once both before and after striking it.
Test Item: After striking the ball with your hand during wall ball, the ball should bounce off the ground:
A. only once.
B. no more than twice.
C. as many times as is needed to get to the wall.
D. only after it strikes the wall.
Learning Outcome #3: Given a volleyball, the student will volley the ball with a partner five consecutive times in the air using the forearm pass without a bounce.
Test Item: While striking the ball in volleyball using the forearm pass, the proper place to make contact with the ball using your forearms is when the ball is:
A. above your waist.
B. below your knees.
C. at head level.
D. between your waist and your knees.
Essay Item: Explain in detail all the facets of a proper forearm pass in volleyball from the beginning to the end. Explain when this type of pass should be used and what can happen if a person is not properly set up to deliver the pass using the correct form. Be sure to explain all possible uses for this pass and the cause-effect relationship between at least one improper set-up positions. Limit your response to one page.