Breaking Down Assessment

Something I’ve learned in my Assessment/Goal-Setting class is how to create assessments that are valid, meaning that they have:

  • effective assessmenta clear purpose
  • clear targets
  • a sound design
  • effective communication

A sample assessment I created for my class was based on softball, my collegiate sport. I thought I could integrate these principles into teaching someone how to play catch:

How to Play Catch:

1) clear purpose

    1. to make sure form is correct
    2. to make sure softball player is game-ready
    3. users: coach, player
    4. uses: determine readiness, determine who’s staring

2) clear targets

    1. throwing form – arm at 90 degrees, arm throwing ‘over the top’, point with your glove hand, follow through.
    2. targets are clear

3) sound design

    1. observing partner catch, star throwing drill, stationary throwing warm-ups
    2. all players are assessed equally; all players are assessed

4) effective communication

    1. coach analyzes results and tells the players
    2. how communicated: talking or writing
    3. players can ask questions/discuss with the coach
  • performance skill – throwing with correct form
  • products – athlete who is in shape or conditioned well
  • reasoning – knowing where to throw the ball in a given situation
  • dispositions – having a positive attitude even with a poor throw; having teamwork and encouragement for other players
  • knowledge – arm at 90 degrees, arm throwing ‘over the top’, point with your glove hand, follow through

This was useful for me to see how assessments can look at different skills and measure them. I also felt comfortable creating an assessment that was valid and measured what it intended to measure successfully.

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