Assessment

Below, you will find an example of an assessment for a basketball unit.

 

 

 

 

 

 

 

 

Dribbling – with hands	Needs Improvement (2 or less critical elements)	Satisfactory (3-4 critical elements)	Proficient (5 of 5 critical elements)
Ready Position – knees are slightly bent – non-dominant foot is forward – ball is held in both hands in front of the body
Arm Motion – dominant hand contacts ball at waist level demonstrating “push-pull” movement – The wrist flexes and the elbow extend in the direction of travel as the ball is pushed
Fingers – use pads of all four fingers and thumb to for contact and better control of the ball
Eyes Forward – eyes are looking over the ball, not down at the ball
Moving – the pads of the fingers firmly contact the ball on top when stationary – when moving, contact is slightly behind the ball and to the side and away from the feet

 

Narrative

            Students will be assessed on their dribbling by the teacher with the rubric checklist posted above. Students will begin to dribble while walking in a straight line in between cones. Once this is accomplished proficiently, they will begin to dribble through a series of cones in a zigzag and curved formation. Here, they can pick up their speed to a jog. Then, students can begin to practice passing the basketball back and forth to a partner at a speed on their choice.

 

Passing – Chest Pass	Needs Improvement (1 or less critical elements)	Satisfactory (2 critical elements)	Proficient (3 of 3 critical elements)
Ready Position – facing target, feet shoulder width apart, knees slightly bent, eyes on target – ball held with thumbs together on the back of the ball and fingers on sides of the ball – hold the ball close to body at chest level
Step and Push – step forward with one foot while extending arms and release the ball toward the target
Follow Through – after the ball is released, hands are turned so that palms are facing away from each other with the thumbs pointing downward. – wrist snaps.

 

Narrative

 

Students will be assessed on passing with their chest pass based on the rubric above. Students will start stationary practicing their chest pass to a partner. The students will stand at a distance marked by cones. The students can either take a step forward or back to increase or decrease difficulty. Once they have mastered this, they can start to take small steps to the side while passing. Students can then begin to shuffle at an increased pace while passing. Once this skill is accomplished, we will move on to chest passing at a later point in the lesson.

 

 

 

 

 

 

Receiving – a chest pass	Needs Improvement (1 or less critical elements)	Satisfactory (2-3 critical elements)	Proficient (4 of 4 critical elements)
Ready Position – facing the target, feet shoulder width apart, knees bent – eyes on approaching target
Step and Reach – step toward approaching object – thumbs together, fingers up
Fingers Only – use finger pads only to catch the object. (ball should not be trapped against body)
Give – absorb the force of the object by bringing the arms toward the body and giving a slight bend in the knees

 

Narrative

 

Students will be assessed on passing with their chest pass based on the rubric above. Students will start stationary practicing their chest pass to a partner. The students will stand at a distance marked by cones. The students can either take a step forward or back to increase or decrease difficulty. Once they have mastered this, they can start to take small steps to the side while passing. Students can then begin to shuffle at an increased pace while passing. During the chest passing practice, the partners will be practicing their catching simultaneously. Once this skill is accomplished, we will move on to chest passing at a later point in the lesson.