Study Guide

Field 076: Physical Education

Sample Constructed-Response Item

Competency 0005
Pedagogical Content Knowledge

Use the information below to complete the task that follows.

You are planning to teach a lesson as part of a unit on a personal performance activity. Using your knowledge of physical education concepts, principles, and practices, write a response of approximately 400–600 words in which you:

  1. Identify a specific grade level for this lesson.
  2. Identify three measurable learning objectives for this lesson, one for each developmental domain
    (i.e., psychomotor, affective, and cognitive).
  3. Specify one of those learning objectives and:

Sample Strong Response to the Constructed-Response Assignment (584 words)

In a middle school physical education unit on personal performance activities, I would teach a creative line dance lesson aligned with the following learning objectives.

Psychomotor: Students will be able to demonstrate 3 out of 4 movement phases learned in the context of an original line dance sequence, within a three-minute time span. Technique and ability to move in time to music is preferred over speed.

Affective: Students will be able to rank on a four-point rubric how well their group collaborated, cooperated, and demonstrated respect for others while creating a dance sequence, as well as how successful their individual performance and group performance was.

Cognitive: Students will be able to demonstrate understanding of line dance concepts and techniques by drawing a dance map or describing the steps, patterns, and transitions used in an original line dance sequence.

This response will focus on the cognitive domainís learning objective.

This culminating lesson would take place after students had learned and practiced basic line dance formations, steps, and sequences. For the main instructional activity, small groups of students would create an original line dance sequence to music. Materials would include musical selections with a 4/4 time signature, CD players or MP3 players, and paper and pencils.

Each student group would choose a song or piece of music from a selection of 4/4 music with different tempos. For two class periods, each group would collaborate on creating four eight-beat movement phrases for their sequence, drawing on line dance steps and techniques learned in previous lessons. Groups would be expected to devise transition steps between final movements and beginning movements to make one-quarter or half-turns for either two- or four-wall line dances. Once students choreographed their dance sequences, each group would perform its dance and teach it to the class. This activity would support the learning objective and foster student knowledge and skills by providing students with a direct, experiential way of using dance and movement concepts and techniques to create, practice, and document an original line dance sequence.

To assess student readiness for this activity, I would incorporate a whole-class review of prerequisite dance steps and techniques into a warm-up activity set to music. By naming and modeling line dance steps previously learned and observing students demonstrate and practice the steps, I would be able to evaluate students' knowledge of basic steps and their ability to move rhythmically. This strategy would allow for focused skill review, reteaching, and individual practice as necessary.

As students worked in their groups, I would encourage them to use strategies such as first listening, clapping, and counting to the beat of their selection; practicing footwork and individual steps first and then putting them together in a sequence; practicing starting together on cue; and recording group decisions and sequences of steps.

Students could choose to demonstrate their understanding of line dance concepts and techniques in a few different ways. They could make a dance map, e.g., a line drawing of footwork patterns, pathways, dance formations, transitions, and body shapes and movements used in the line dance sequence. Or they could choose to describe the dance steps, sequence, and pattern created by their group in writing, diagrams, or a combination of both. To address both the cognitive and affective dimensions of student learning, students could complete an exit slip that asked for an explanation of how group members practiced and learned the steps and the entire sequence, as well as which part of the sequence was easiest and most difficult to learn and why.

Performance Characteristics for Constructed-Response Item

The following characteristics guide the scoring of responses to the constructed-response assignment.

Completeness The degree to which the response addresses all parts of the assignment
Accuracy The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively
Depth of Support The degree to which the response provides appropriate examples and details that demonstrate sound reasoning

Score Scale for Constructed-Response Item

A score will be assigned to the response to the constructed-response item according to the following score scale.

Score Point Score Point Description
4 The "4" response reflects a thorough command of the relevant knowledge and skills:
  • The response thoroughly addresses all parts of the assignment.
  • The response demonstrates the relevant knowledge and skills with thorough accuracy and effectiveness.
  • The response is well supported by relevant examples and details and thoroughly demonstrates sound reasoning.
3 The "3" response reflects a general command of the relevant knowledge and skills:
  • The response generally addresses all parts of the assignment.
  • The response demonstrates the relevant knowledge and skills with general accuracy and effectiveness.
  • The response is generally supported by some examples and/or details and generally demonstrates sound reasoning.
2 The "2" response reflects a partial command of the relevant knowledge and skills:
  • The response addresses all parts of the assignment, but most only partially; or some parts are not addressed at all.
  • The response demonstrates the relevant knowledge and skills with partial accuracy and effectiveness.
  • The response is partially supported by some examples and/or details or demonstrates flawed reasoning.
1 The "1" response reflects little or no command of the relevant knowledge and skills:
  • The response minimally addresses the assignment.
  • The response demonstrates the relevant knowledge and skills with minimum accuracy and effectiveness.
  • The response is minimally supported or demonstrates significantly flawed reasoning.
UThe response is unscorable because it is unrelated to the assigned topic or off-task, unreadable, written in a language other than English or contains an insufficient amount of original work to score.
BNo response.