KIN 582: Assessment Tools
Colleen McNamara
Spring, 2013
Introduction
This assignment is two-fold. First we are to design homemade assessments on one component in each area of the seven
defined in physical education. The second part of this assignment is to design a report card reflecting these assessments.
Even though the assessments are physical in nature, the understanding of the content of the standard is also part of the
assessment and is referenced on the report card. Each area will include adaptations for individuals with disabilities.
Component 1: Physical Fitness: Muscular Endurance
Report card standards: Pennsylvania State Standard 10.5.6D
(Benchmark: Grade 6)
Activity: Static Push Up
Overview:
Students’ muscular endurance will be measured 3 times in one school year. September for a baseline, January for a check,
May for a final. After the first measure, students will utilize the FITT principal template to design a personal fitness plan
with the goal of improving their muscular strength. After the second measure, students will evaluate and update their
fitness plan on the FITT principal evaluation and update sheet. After the third measure students will reflect on the use of
the FITT principal to improve their muscular strength. The students will be graded on the understanding of the
application of the FITT principal to improve fitness.
Report Card Standard: Demonstrates an understanding of health related fitness.
Rubric:
Advanced
Can apply the 4 principles
of exercise to improve
5 components of
fitness correctly.
Proficient
Can apply 3 principles
of exercise to improve
three components of
fitness correctly.
Developing
Needs Improvement
Can apply 2 principles
of exercise to improve
one component of
fitness correctly.
Cannot apply any
principles of any
components of
fitness.
Report Card Indicators:
A=Advanced
P=Proficient
D=Developing
N= Needs Improvement
AM= Advanced
with Modifications/
Accommodations
PM=Proficient with
Modifications/
Accommodations
DM=Developing
with Modifications/
Accommodations
NIM Below Basic level
with modifications/
Accommodations
Muscular Endurance:
Static push-up
Measure your muscular endurance three times this year with a static push up!
You can choose picture 1 or picture 2.
Picture 1:


Straight-arm position with your hands directly under your shoulders.
Hold this position for as long as possible.
 When any part of your body other than your hands or toes touches the floor or when you can no longer
maintain your body in a straight line to the floor the timer stops.
Picture 2


Straight-arm position with your hands directly under your shoulders.
Hold this position for as long as possible.
 When any part of your body other than your knees touches the floor or when you can no longer maintain
your body in a straight line to the floor the timer stops.
Name:_____________________________________________
Try 1
Date: ____________
Number of seconds holding static pushup: ________________
Goal for next time:
________________________________
Use the FITT principle to show how you will build up enough strength to reach your goal.
Type of activity:
Frequency:
Intensity:
Time:
Name:_____________________________________________
Try 2
Date: ____________
Number of seconds holding static pushup: ________________
Goal for next time:
________________________________
Use the FITT principle to show how you will build up enough strength to reach your goal.
Type of activity:
Frequency:
Intensity:
Time:
Name:_____________________________________________
Try 3
Date: ____________
Number of seconds holding static pushup: ________________
Analysis: Check your FITT principle plans and apply the concepts of the FITT principals to your answers.
1. Did your strength improve over time? ______________________________
2. How do you know it improved?
________________________________________________________________________
3. If it did improve, why did it improve?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
4.
If it did not improve, why did it not improve?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Modifications/Adaptations Muscular Endurance Assessment
Autism: For the physical piece of the assessment: pictures, video, practice ahead of time. Clear instruction and
demonstration. Be mindful of the surface and ready to alter if necessary, use para-educator. For cognitive piece: It is
assumed this has already been taught. Modify to intellectual capabilities of the student. For example, a modification
would be for a para-educator to help the student set up a schedule on a calendar for them to practice. At the end of the
week perhaps they could write down how many times they practiced etc…. To get them to evaluate if they did better or
not, it could be modified to seeing which try was higher or lower. The cognitive piece part of the assessment should be
adapted to the intellectual capabilities. Eliminating it would be a last resort. It is good to know you need to exercise a
few times a week if nothing else. So the calendar piece with planned exercise and picture cards could be a useful
lifetime skill to acquire.
Blind/Low Vision: For the physical piece: Practice ahead of time. Stay close while giving instruction so you know they
can hear you. Peer buddy, good lighting, administer test the same way it was practiced, put something they can feel as a
guide on where to put hands and feet, give specific feedback. For the cognitive piece, para-educator can administer and
record answers, track and record answers on an ipad. Students should not have any limitations.
Deaf/Hearing Impaired: For the physical piece: Practice ahead of time. Be sure to have student’s attention and way of
signaling start and stop, peer buddy to help signal start and stop, pictures, video’s, clear instruction via preferred
method of communication for student – sign or verbal and sign, verbal. Clear line of vision to demonstration, proximity.
For the cognitive piece there should be no limitations as long as information was already taught.
Cerebral Palsy: Administration of physical assessment will depend on the degree of impairment. Practiced ahead of
time. Consult physical therapist. Safety needs to be a priority. A wheelchair bound student could substitute the activity
with a chair lift (gripping the arms of the wheelchair, lifting body straight up while in chair) with a para-educator’s
assistance. Or lifting arms over head or out in front and holding. If the student can be on the ground, it’s very
important they are braced or safe and can have a para-educator with them if need be. They can use any modification
that keeps them safe and stable. The cognitive piece can be administered the same way as any other academic piece.
Severe/Profound Intellectual Disability: Practice ahead of time. Positively re-enforce initial successes. Short, simple
instructions and visual aids. Choice of assessment pose, peer tutor. Adapt the cognitive piece as per academic
requirements. Administer through a para-educator if possible. It is good to know you need to exercise a few times a
week if nothing else. So the calendar piece with planned exercise and picture cards could be a useful lifetime skill to
acquire.
Mild/Moderate Intellectual Disability: Standard classroom modification should already be in place. Pictures, videos,
clear instruction, practice etc…. Students may need extra time and help with cognitive piece.
Emotional/Behavior: Assess more than once to accommodate students having a bad day. Assess cognitive and physical
skill. Students may feel vulnerable during assessment situations. Consider preferred teacher or trusted peer to help.
Obesity: Practice ahead of time so you know so student understands choices. The bent knee pose may be better for
them. Lots of positive re-enforcement. Work closely on the goal setting piece. Encourage small goals and praise small
accomplishments. Focus on beating your own score, not everyone else’s.
Component 2: Fundamental Movement Skills: Loco-motor
Report card standards: Pennsylvania State Standard 10.5.3A
(Benchmark: Grade 3)
Activity: Loco-motor Coach!
Overview:
This assessment will require students to identify and demonstrate 3 loco-motor skills. Each loco-motor skill has to be
broken down into critical elements or important parts. Students are the loco-motor “coach” because these ipad videos can
be used to help the K-1 students at another time. If students can demonstrate, explain, and break down the skills, they have
mastered them. Assessment is ongoing; therefore all 3 videos do not need to be made at the same time. Administration
would depend on the resources available to the teacher – how many ipads are be available. If it’s limited you could use
stations and students would rotate to the video station.
Students will be given one class to practice and one class to make a quick video with required components on an ipad.
This is designed as an assessment during grade 2. These videos will also serve as an assessment on the performance of
the loco-motor skill and the understanding of the critical elements or important parts of the skill. This assessment is not
the whole report card grade, as our grading system is ongoing, but one component of assessing mastery. This type of
assessment can easily be adapted to meet special needs of our students, as in practice, it is as important to demonstrate an
understanding of a skill or concepts as it is to perform the skill or concept. The standard requires students to “recognize
and use”, therefore, they are to be evaluated on both. In practice, understanding how to break a skill down is also
important.
Report Card Standard: Demonstrates an understanding of basic movement skills and concepts.
Grade 2 Report Card Rubric:
Advanced
Proficient
Developing
Needs Improvement
Student cannot
recognize and use
more than 3 loco-motor
skills correctly,
independently.
Student can recognize and
use all loco-motor skills
correctly, independently.
(List)
Student recognizes and
uses at least 5 loco-motor
skills correctly,
independently.
Student can recognize
and use at least 4 locomotor skills correctly,
independently.
Student can recognize and
use all non-loco-motor
skills independently. (List)
Student can recognize
and use at least 6 nonloco-motor skills correctly,
Independently.
Student can recognize
and use at least 4 nonloco-motor skills correctly,
independently.
Student cannot
recognize and use
more than 3 non-locomotor skills correctly,
independently.
Report Card Indicators:
A=Advanced
P=Proficient
D=Developing
N= Needs Improvement
AM= Advanced
with Modifications/
Accommodations
PM=Proficient with
Modifications/
Accommodations
DM=Developing
with Modifications/
Accommodations
NIM Below Basic level
with modifications/
Accommodations
Basic Movement Skills
Loco-motor Coach!
Hi Coach,
Make a Loco-motor movie for our first graders to see!
Directions:
1.
2.
3.
4.
Run
Circle 3 loco-motor skills you want to teach from the list below.
Write the name of each - skill in the “Loco-motor” box on the chart on the back of the page.
List the important parts of each skill in the “cues” box.
Practice for your video.
Walk
Hop
Skip
Jump
Leap
Gallop
Cues
(Important Parts)
Loco-motor Skill
1
2
3
Picture Cues
1
2
3
Video Checklist
P P P T
1. Say "Hello, my name is: __________________."
2. Say the name of the locomotor skill.
3. Show the locomotor skill card. *
4. Show the locomotor skill 3 times.
5. Show and say each important part slowly.
6. Show the locomotor skill at regular speed
saying the important parts 3 times.
*Students will be given 8 x 11 locomotor skill cards by teacher
Students will be show sample videos ahead of time
Students will work with a partner who will use this as a check off sheet to practice.
P= parter check. Partner will watch practice and check off each part done.
T= Teacher check.
Videos can be made throughout the year.
All 3 do not need to be made at the same time.
Grades 2 Loco-motor Skill Assessment
Assessment Rubric
(Use the numbers from the rubric to put in front of the loco-motor skills below)
1 - Outstanding: demonstrates all of the critical elements of the skill without cues from the teacher.
2 - Satisfactory: demonstrates the critical elements of the skill with cues from the teacher
3 - Needs Improvement: cannot demonstrate the critical elements of the skill with cues from the teacherith
modifications/adaptations.
*With modifications/adaptations.
N/A: Not assessed.
Loco-motor Skills:
___Walk-Heels touch ground first, arms move opposite legs
___Run-Balls of feet touches ground first, arms move opposite legs
___Jump- Bend knees, pushes off, lands on balls of feet, uses both feet
___Hop- Bend knees, hops and lands on ball of foot, uses one foot
___Gallop-Bend knees, one foot always chases the other, step with front foot slide back foot
___Slide-Sideways direction, steps and draws the back foot to the front
___Skip-Step-hop, alternates feet, arm swing is upward with legs
___Leap-Bend knees, takes off on one foot and lands on the other
Modifications/Adaptations Loco-motor Assessment
Autism: For the physical piece of the assessment: make picture schedule of cues and practice. Make a picture schedule
of each step of the video. Use para-educator if possible. Video tape in small sections following the picture schedule.
Video someone being videoed and show them ahead of time. Give them extra tries if they are not used to the video
thing.
Blind/Low Vision: Work with partner/peer. Be aware of academic supports (supports needed for reading and writing)
and make sure they are available ahead of time. Partner can help fill out cue card sheet if need be. Video one section at
a time, give specific feedback.
Deaf/Hearing Impaired: Limited limitations. Clear instructions on steps in procedure. Feedback through preferred
method of communication. Make a video of how to make a video to show ahead of time. For enrichment, if a student is
proficient in sign perhaps they could sign in their partner’s video while there partner is talking.
Cerebral Palsy: Administration will depend on the degree of impairment. Work with partner/peer, para-educator. Be
sure all academic supports are available. If student cannot physically perform the loco-motor skill they could do any
modified version. They do not have to speak and move at the same time. They could demo, then speak. They could use
picture cards to explain. They should do as much as they can do safely.
Severe/Profound Intellectual Disability: Break down the assignment into short, simple instructions and use visual aids.
Administer through para-educator if possible. Use peer tutor. Adapt the cognitive/written piece as per academic
requirements. Substitute pictures for words. Video someone being videoed ahead of time and show them. Video in
chucks. Give positive re-enforcement for small accomplishments. Provide for extra takes.
Mild/Moderate Intellectual Disability: Standard classroom modification should already be in place. Pictures, videos,
clear instruction, practice etc…. Students may need extra time and help with cognitive piece. Allow for extra time.
Emotional/Behavior: Assess more than once to accommodate students having a bad day. Remove ipad/video piece if it
agitates the student. Students may feel vulnerable during assessment situations. Consider preferred teacher or trusted
peer to help.
Obesity: Limited limitations. Extra time to practice, modified, if uncomfortable with ipad, remove and skill check
without it.
Component 3: Aquatics
Overview:
The American Red Cross lists 6 levels of competency in Aquatics. Submerging to retrieve objects are one component on
the first two levels. The higher skilled someone is, the longer and farther they can submerge to retrieve objects. This
quick assessment is a fun way for students to see the current level of performance vs. how much they can improve over
time. It’s also simple for the instructor to assess. This can be molded and adapted to any skill level. Adaptations include
size of objects, floating objects vs. objects submerged. It is designed for a situation where there would be stations and in
shallow water. So the first score a student gets is the baseline. Scores are recorded each day.
Rubric: See on last page
Report Card Rubric: Alternative; refer to ARC swimming standards.
Report Card Indicators:
A=Advanced
P=Proficient
D=Developing
N=Needs Improvement
AM= Advanced
with Modifications/
Accommodations
PM=Proficient with
Modifications/
Accommodations
DM=Developing
with Modifications/
Accommodations
NIM Below Basic level
with modifications/
Accommodations

Treasure Island!
There was a ship wreck off the coast of Florida. All the people got out safe but there is
treasure buried beneath the sea! Some might have even floated to the top!
 Each day when you rotate to Treasure Island, go to either the
floating treasure wall or the sunken treasure wall.
Floating Treasure Wall Sign
Sunken Treasure Wall Sign
 When it’s your turn and the pirate horn blows, get as many pieces of treasure as you can.
 After each piece of treasure, come up for air and go back down! When the horn sounds
again stop, come up for air, and count your treasures. Tell your score. We will write it
down.
 Go to the wall during the next person’s turn.
Try to beat your own best score each and every day. Your highest score is your personal best!
If you ever beat your personal best, be sure to raise your hand so we can congratulate you!
If you get 5 pieces of floating treasure, move to the
sunken treasure wall next time and give that a try!
Submerge Rubric
Below Basic
Basic
Developing
Proficient
student did not submerge face while retrieving any objects.
student partially submerged face while retrieving each object.
student submerged face totally while retrieving each floating object.
student submerged once and retrieved 0 objects from the floor of the pool.
student submerged once and retrieved 1 object from the floor of the pool.
student submerged twice and retrieved 2 object from the floor of the pool.
student submerged three times and retrieved 3 objects from the floor of the pool.
Indicators
BB
B
D
P
Below Basic
Basic
Developing
Proficient
Ph
Fl
N/A
Physical Assistance
Floatation Device
Not Assessed
Modifications/Adaptations Aquatics Assessment
Autism: Pictures, video, demo, clear instruction, floatation device if necessary, aide/para-educator. Modify
requirement to submerge as needed.
Blind/Low Vision: aide/para-educator to guide if necessary. Find beeping toys that can float or be sunk in water.
Deaf/Hearing Impaired: Clear instructions on steps in procedure. Show video ahead of time. Feedback through
preferred method of communication. Make sure signal to start and stop is audible for them or give them a place to look
each time they come up for a sign.
Cerebral Palsy: Administration will depend on the degree of impairment. Floatation devices and aide/para-educator for
safety. Modify or eliminate requirement to submerge if not safe and work on stretching/reaching for objects.
Severe/Profound Intellectual Disability: Short, simple instructions and use visual aids. Floatation devices if needed,
aide/para-educator. Eliminate requirement to completely submerge, modify. Allow for extra time and practice.
Mild/Moderate Intellectual Disability: Standard classroom modification should already be in place. Pictures, videos,
clear instruction, practice etc…. Allow for extra time.
Emotional/Behavior: Modify to have everyone get one, two or three pieces without a timer, thus eliminating pressure.
Start with just trying to get one object. Praise for small gains.
Obesity: Limited limitations.
Component 4: Dance
Report card standards: Pennsylvania State Standard 10.5.6A
(Benchmark: Grade 6)
Activity: Dancing with the Stars!
Overview: One could use dance for teach a few Pennsylvania State Standards. For this assessment, the following
standard applies: Explain and apply basic movement skills and concepts to create and perform movement sequences and
advanced skills. So, students will be charged with creating their own dance. The criteria for the dance will be various
loco-motor, non-loco-motor, space, direction, relationships, and rhythm
Report Card Standard: Grade 6
Advanced
Explains and applies
basic movement skills
and concepts to perform
and create movement
sequences and advanced
skills in a dynamic setting
with a assessment
average of 4.
Proficient
Explains and applies
basic movement skills
and concepts to perform
and create movement
sequences and advanced
skills in a dynamic setting
with and assessment average
between 3 and 4.
Developing
Needs Improvement
Explains and applies
basic movement skills
and concepts to perform
and create movement
sequences and advanced
skills in a dynamic setting
with and assessment average
between 2 and 3.
Does not explain or
or apply basic
movement skills or
concepts to movement
sequences or advanced
skills.
Report Card Indicators:
A=Advanced
P=Proficient
D=Developing
N= Needs Improvement
AM= Advanced
with Modifications/
Accommodations
Accommodations
PM=Proficient with
DM=Developing
NIM Below Basic level
Modifications/
with Modifications/
with modifications/
Accommodations
Accommodations
Dancing with the Stars!
You will be assigned a partner. You and your partner will create and perform a dance using the
criteria listed on the worksheet. The grading rubric is listed below. Good luck, let’s dance!
4
3
2
1
3 locomotor, 2 non- locomotor skills,
2 of each elements of space, time and force.
Dance must last at least 32 counts.
Dance must be based upon a theme or event
3 locomotor and 2 non-locomotor
skills.
2 elements of space, time, and force.
Dance lasts at least 32 beats
The theme of the dance is mentioned.
Dance includes at least 2-3 locomotor and 1-2 non-locomotor skills.
Dance includes 1-2 of each element of space, time, and force.
Dance is 24-32 beats long.
The theme may or may not be mentioned.
Dance includes at least 1-2 locomotor and 1 non-locomotor skill.
Dance includes 1or 2 elements of space, time, and force.
Dance is 12-24 beats long.
The theme may or may not be mentioned.
Dance Worksheet
Names:
_________________________________________________________________________
Locomotors
Time
1
1
2
2
Non-locomotors
Force
1
1
2
2
3
Space
1
2
Counts
Beat Counter
1
2
3
4
1
2
3
4
5
6
7
8
5
6
7
8
9
10
11
12
9
10
11
12
13
14
15
16
13
14
15
16
Modifications/Adaptations Dance Assessment
Autism: Familiar location, understand tolerance for noise level ahead of time. Break the assignment down into smaller
tasks to be done. Substitute picture cards as needed for steps in the dance. Work with a peer. Allow to work alone if
having a peer is upsetting. Video tape the entire process ahead of time in chunks to make each part of the assignment
clear.
Blind/Low Vision: Understand and provide for academic supports to be available ahead of time. Partner/Peer can
assist. Give clear instructions. Limit the amount of tasks given at once. Given the amount of movement make sure
space is familiar to student. Mark boundary lines. Use large print for worksheet. Review skills. Give extra practice time.
Teacher or peer assist with verbal cues when necessary.
Deaf/Hearing Impaired: Clear line of vision to student when talking. Clear instructions, visual demonstrations. Use
preferred mode of communication. Make a video ahead of time breaking down assignment into smaller parts. Provide
step by step written instructions more detailed than the worksheet. Provide a place to look for visual cues when music
starts or use peer tutor to assist.
Cerebral Palsy: Administration will depend on the degree of impairment. Modify activities as per the mobility of the
student either through peer, para-educator, or one-on-one. Modify requirements: less beats, loco-motors etc.
Severe/Profound Intellectual Disability: Modify task requirements: less beats, less loco-motor skills etc. Show video of
a simple dance. Break task down into small parts, use picture cards. Give clear instruction, more wait time, more time
to complete each task. Use peer tutors, para-educator.
Mild/Moderate Intellectual Disability: Standard classroom modification should already be in place. Pictures, videos,
clear instruction, practice etc…. Allow for extra time.
Emotional/Behavior: Allow extra days for assessment. Put student with preferred/trusted peer. Break task down into
smaller steps. Watch for signs of frustration.
Obesity: Limited limitations. Watch for signs of fatigue, modify as necessary.
Component 6: Individual Games: Striking/Tennis
Report card standards: Pennsylvania State Standard 10.5.12A
(Benchmark: Grade 12)
Activity: Forehand Strike Tennis
Overview: The 12 grade benchmark in Pennsylvania reads as follows: Apply knowledge of movement skills, skill related
fitness and movement concepts to identify and evaluate physical activities that promote lifelong participation. This
assessment for individual skill/game can be used as a peer assessment or a teacher checklist. This assessment alone would
not be the only component of a report card grade, but would be part of an element of standardized report card that
reflected application and evaluation. By peers assessing peers, students are able demonstrate the evaluation process.
Report Card Indicators:
A=Advanced
P=Proficient
D=Developing
N= Needs Improvement
AM= Advanced
with Modifications/
Accommodations
PM=Proficient with
Modifications/
Accommodations
DM=Developing
with Modifications/
Accommodations
NIM Below Basic level
with modifications/
Accommodations
Name of Tennis Player: ________________________________
Name of Observer: ____________________________
Date of Observation: ____________________________
FOREHAND GROUND STROKE PEER OBSERVATION
1. READY POSITION
A. Facing opponent
Never
Sometimes Most
Times
B. Balls of feet
Never
Sometimes
Most
Times
C. Racket Centered
Never
Sometimes
Most
Times
A. Body Turn
Never
Sometimes Most
Times
B. Racket Back
Never
Sometimes
Most
Times
C. Step
Never
Sometimes
Most
Times
A. Eye on ball
Never
Sometimes Most
Times
B. Sweetspot
Never
Sometimes
Most
Times
C. Elbow straight
Never
Sometimes
Most
Times
Never
Sometimes Most
Times
2. PREPARE TO HIT
3. CONTACT
4. FOLLOW THROUGH
A. Thumb to shoulder
Modifications/Adaptations Striking/Tennis
Autism: Familiar location, video of whole skill, picture board of parts of key parts, modified size of racquet, speed and
size of ball, modify assessment to less parts. Video peer so they can watch video as many times as necessary to
complete the task sheet. Practice this type of analysis ahead of time. If they struggle working with others have them
analyze their own swing through ipad video.
Blind/Low Vision: Modified size of ball, speed of ball, sound of ball, color of ball, racquet, location, distance. Modify
components on assessment. Allow for extra practice time. Specific verbal feedback. For the analysis, if partially able to
see: video partner. Utilize academic supports for viewing. Give extra time to break down video if visual supports can
help. Modify or eliminate analysis portion if necessary.
Deaf/Hearing Impaired: Clear line of vision to student when talking. Clear instructions, visual demonstrations. Practice
a class before. Use preferred mode of communication. Provide a place to look for visual cues to start or stop.
Cerebral Palsy: Administration will depend on the degree of impairment. Modify activities as per the mobility of the
student either through peer, para-educator, or one-on-one. Modify equipment: size, weight, grip of racquet, size,
speed of ball. Substitute a balloon if necessary. Modify requirements as per mobility. Have aid, assist record feedback
if necessary on analysis portion.
Severe/Profound Intellectual Disability: Modify equipment: size/type of racquet, size, speed, color of ball, use balloons.
Modify distance, components on assessment. Use peer tutor or para-educator to assist. For analysis, have paraeducator assist. Video partner so they can watch later if they are capable of completing analysis with assistance.
Mild/Moderate Intellectual Disability: Standard classroom modification should already be in place. Pictures, videos,
clear instruction, practice etc…. Allow for extra time.
Emotional/Behavior: Allow extra days for assessment. Put student with preferred/trusted peer. Break task down into
smaller steps. Watch for signs of frustration.
Obesity: Limited limitations.
Component 7: Group Games: Cooperative Games
Report card standards: Pennsylvania State Standard 10.4.9F
(Benchmark: Grade 9)
Activity: Cooperative Games: Acid River
Overview: The 9th grade benchmark in Pennsylvania reads as follows: Analyze affects of positive and negative
interactions of adolescent group members of physical activities. At this age, this rubric could be applied to an group
game. This one will be applied to a cooperative game. If the students are to analyze affects of interactions among group
members than a peer assessment is affective. This concept of problem solving together and including everyone is
fundamental to inclusion. It needs to be taught early and often. Simpler versions of assessments can be easily found.
This cooperative game can be played grade 3 and up. This type of activity/assessment would probably fall under the
category of personal and social responsibility on a report card. There is a cooperative game included to show how some
accomadations can be used for the activity and assessment.
Report Card Indicators:
A=Advanced
P=Proficient
D=Developing
N= Needs Improvement
AM= Advanced
with Modifications/
Accommodations
PM=Proficient with
Modifications/
Accommodations
DM=Developing
with Modifications/
Accommodations
NIM Below Basic level
with modifications/
Accommodations
Cooperative Games:
Acid River
The object of the game is to get your team across the “acid river.” You are safe on each shore line. The shore
lines are the out of bounds lines on each side of the gym. You are safe on the river rocks that are scattered
between each shore line. You have 2 pieces of equipment to get your team across: a scooter and a jump rope.
Rules:
If any part of anyone’s body touches the “acid river”, (or the gym floor between the shorelines) the whole team
has to start over. You cannot move the river rocks.
General Adaptations:
Use a hula hoop instead of a river rock, allow personal assistants to help as needed with individual students, use
larger scooters or scooters that attach, modify rules.
Game Rating Scale
Your Name____________________ Other Student(s)______________________
How would you rate members of your group for this activity?
Peer Rating Scale
1
2
3
Needs improvement
Awesome
4
5
Circle the number that you feel answers the question!
The other group members listened to my ideas.
12345
The other group members came up with suggestions.
12345
The other group members explained their ideas to the group. 1 2 3 4 5
The other group members tried my ideas and suggestions.
12345
The other group members used the equipment properly.
12345
The other group members were encouraging to me.
12345
The other group members were respectful to me.
12345
The other group members asked good questions during process. 1 2 3 4 5
Comments:
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Modifications/Adaptations Group Game
Autism: Whatever group game chosen, allow to work in small group or with partner. Modify rules to be more lenient to
avoid too much frustration. Working with a peer may be enough. This assessment will require some abstract thinking.
They will have to identify things like encouragement and respect. These may be hard for them to understand. Role
playing each question may help them understand to a point.
Blind/Low Vision: Assessment could be applied to any group game. For acid river, be in a place familiar to student. Be
sure they have been on a scooter before. Modify rules as balance on a scooter may be a challenge and they may touch
down on the floor because they cannot see the river rocks. Substitute hoops for river rocks. Remind peers in group to
work on giving very clear instructions and describe to the visually impaired student as much as possible. Monitor
closely. For the written part of the assessment: peer tutor can help read questions and record answers.
Deaf/Hearing Impaired: For acid river: clear line of vision to student when talking. Clear instructions, visual
demonstrations. Written directions and diagrams. Use preferred mode of communication. Provide a place to look for
visual cues to start or stop. Do not use this as the first time students have had to try and communicate with this person.
This is a team building activity so students on team need to know or have practiced how to communicate with this
individual. Use large scooters to help with balance.
Cerebral Palsy: Administration will depend on the degree of impairment. For acid river, modify activities as per the
mobility of the student either through peer, para-educator, or one-on-one. Modify equipment: extra large scooters,
larger, thicker rope with better grip. Para-educator to help with balance. Modify game rules. Use thicker rope and
modified grip. If wheelchair bound allow wheelchair to “float” on water, use rope to simulate pulling wheelchair. Use
tape on floor instead of rocks or hoops to allow wheel chair to rest on both islands. For written part of assessment, peer
tutor can assist with recording answers, or use academic supports already in place.
Severe/Profound Intellectual Disability: Modify equipment: size/type of racquet, size, speed, color of ball, use balloons.
Modify distance, components on assessment. Use peer tutor or para-educator to assist. For analysis, have paraeducator assist. Video partner so they can watch later if they are capable of completing analysis with assistance.
Mild/Moderate Intellectual Disability: Standard classroom modification should already be in place. Pictures, videos,
clear instruction, practice etc…. Allow for extra time.
Emotional/Behavior: For acid river: put student with preferred/trusted peer and/or in a small group. Give clear
instructions. Role play each rule broken. Role play how to handle breaking a rule the right way and the wrong way, so
they are clear on the expectation. Sell the idea of using energy to solve problems rather than being angry. Modify rules
as needed. Allow for break time if frustrated. Monitor for signs of frustration.
Obesity: Limited limitations. Provide large scooters.