1. Specific Types of Assessments
Teacher Observation
Peer Observation
Self-Assessment
Exit Slip
Student Routine
Multimedia
Student Display or Presentation
Activity, Nutrition, & Skill Logs
Student Journal
Project
Student Drawing
(S)portfolio
Game Performance Assessment Instrument

2. Teacher Observation Student Name Cue 1 Cue 2 Cue 3 Chris Matt Steven
George
Marcus
Sheila
Jessica
Megan
Sabra
Whitney

3. Peer Observation Gentleman Ladies Wipe the Nose Drop the Hand Basic
Have 1 group perform the skill while the other group evaluates their performance according to the cues listed below. After 3 attempts, switch roles. Focus on positive feedback.
Mark GI for “Got it” or NI for “Needs Improvement.”
Student:
Attempt 1 2 3
Cue 1
Cue 2
Cue 3
Gentleman
Ladies
Wipe the Nose
Drop the Hand
Basic
Step Forward
Full Turn
Rock Step
Mark GI for “Got it” or NI for “Needs Improvement.”
Student:
Attempt 1 2 3
Cue 1
Cue 2
Cue 3

4. Self-Assessment

5. Exit Slip – Example ?s Check for understanding on cognitive objective.
List 1 thing you/your partner/your group did well today.
List 1 area/skill that you improved today.
List 1 area/skill you want to improve.
List 1 thing you learned today.
List 1 thing you want more practice in.
List 1 thing you want more explanation on.
Did you give feedback to another student? If so, how much (a little, some, a lot).
Did you apply a virtue (or specific virtue) in class today?
Which skill/task did you enjoy the most?
On a scale of 1-10, rate your self-efficacy on ___________ skill.
On a scale of 1-10, rate your engagement in class today.
On a scale of 1-10, rate your preparedness for class today.
On a scale of 1-10, rate how well did you understood the assignment directions.

6. # of Basics in between moves
Student Routine
Plan a Cha-Cha routine using a minimum of 6 moves.
Write down the order of your moves in the table provided.
Practice your routine and become competent enough to teach it.
Teach your routine to another group by demonstrating the routine, breaking the routine into each move, and then helping them practice the routine.
Move
# of Basics in between moves 1 2 3 4 5 6
Checklist
We included at least 6 moves
We wrote our dance routine down in the table provided
We were able to demonstrate our routine with ... (circle one)
no errors
couple errors
lots of errors
We taught our routine by ...
(circle all that apply)
demonstrating
breaking the routine down
helping them practice

7. DVD Criteria (5% of the grade) Skills Assessment (20% of the grade)
Multimedia
Film each ballroom dance and create a DVD.
Follow the routine provided for the duration of 1 song.
Each move is worth 2 points.
Competent (2 points): The dance skill was performed correctly.
Approaching Competence (1 point): You demonstrated the move correctly, but need a little more practice before you are ready to teach this skill. You either you did not perform the lead correctly, did not follow the lead correctly, or your footwork was off.
More Practice Needed (0 points): You need more practice to be deemed acceptable for this skill. 1
DVD Criteria (5% of the grade)
Pts
Skills Assessment (20% of the grade)
A fun, creative introduction of each dancer (5 points).
Titles for each dance (5 points).
Unusable sections were edited out (5 points).
One DVD for each group member and one for the instructor (bring all copies to class). Label and place instructors copy in a DVD case (5 points).
Subtitles for each move (extra credit 5 points).
Merengue
Swing
Cha-Cha
Waltz

8. Student Display or Presentation
Create a collage that displays pictures of activities you enjoy participating in. You can draw the pictures or use personal photos.

9. Activity Log

10. Student Journal Week 1: What do you want to improve on for next week?
Week 2: How did your team work together this week?
Week 3: Would you play this sport outside of school? Why or why not?
Week 4: What did you enjoy about this unit the most?

11. Research Project
With your group, write a paper about the sport you selected. Include:
History of the sport
Overview of the sport
Rules of the sport
Pros and cons of the sport (your group’s opinion)

12. Student Drawing
Draw activities you engage in for each intensity (light, moderate, and vigorous).

13. (S)portfolio
Portfolios are collections of student work. They can be used to track progress and accomplishments.
Should have a focus
Contain samples of student work
Student-centered

14. G.P.A.I.