Wendi Weimar, Auburn University Ellen Martin, Columbus State University

 What is it? ◦ You probably already do this ◦ Systematic observation of a performance ◦ You can teach students to do this with their own performance or the performance of other students

Skill Analysis  Keys ◦ Don’t eat the apple in one bite ◦ Components are the key ◦ Observation is next-  This is how you observe ◦ Compare (Assessment)  Identify what are you looking for  Critical components or cues  Observe the performance  Check to see if they match

 Why? ◦ To identify what students know and are able to do  What? ◦ Critical components  How? ◦ Checklist ◦ Rating scale (numerical, descriptive, pictorial) ◦ Scoring guide or rubric ◦ Feedback

+ = Student performed the critical components consistently for all trials  = Student performed the critical components on most but not all trials  - = Student performed the critical components on some trials - = Student failed to perform the critical components

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LevelDevelopmental Rubric 7Student executes the critical cues in game situations consistently and smoothly. 6Student executes the critical cues in game situations but not consistently and smoothly. 5Student demonstrates the critical elements in variable conditions consistently and smoothly. 4Student demonstrates the critical elements in variable conditions but not consistently or smoothly. 3Student demonstrates the critical elements in stable conditions consistently and smoothly. 2Student demonstrates the critical elements in stable conditions but not consistently or smoothly. 1Student fails to demonstrate the critical elements in stable conditions.

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 Questions?  Let’s work together