Section 5: Sample Constructed-Response Question Physical Education EC–12 (258)
General Directions
This question requires you to demonstrate your knowledge of the subject area by providing an in-depth written response. Read the question carefully before you begin to write your response to ensure that you address all components. Think about how you will organize what you plan to write.
The final version of your response should conform to the conventions of standard English. Your written response should be your original work, written in your own words, and not copied or paraphrased from some other work. You may, however, use citations when appropriate.
Exhibits for the constructed-response question will be presented in a tabbed format on the computer-administered test. You will have the ability to move between exhibits by clicking on the tab labels at the top of the screen.
An on-screen answer box will be provided on the computer-administered test. The answer box includes a white response area for typing your response, as well as tools along the top of the box for editing your response. A word counter that counts the number of words entered for the response is also provided in the lower left corner of the box. Note that the size, shape, and placement of the answer box will depend on the content of the assignment.
Sample Assignment
Use the information in the exhibit to complete the assignment that follows.
The students in a fifth-grade class demonstrate a range of skill and fitness levels, and many have had little or no experience with the movement activities specified in the TEKS standards. Using your knowledge of physical education principles, concepts, and best practices, write a response of approximately 400–600 words in which you:
- identify a learning objective that is aligned with the given TEKS standards and explain why the learning objective is appropriate for this physical education class;
- describe one instructional activity, including any teaching strategies, equipment, and skill progressions, you would use to promote student achievement of the learning objective;
- explain why the activity you described would be developmentally appropriate and effective for promoting students' skilled movement in relation to the learning objective;
- identify one challenge students may encounter during the activity you described, and explain how you would differentiate instruction or adapt the activity to maximize the participation of all students; and
- describe one approach for assessing students' conceptual understanding and skill-based learning in relation to the learning objective and instructional activity.
Exhibit
You are planning a series of physical education lessons aligned with the following standards from the Texas Essential Knowledge and Skills (TEKS) for Physical Education.
(a)(5) In Kindergarten–Grade 5, students learn fundamental movement skills and cues; begin to understand that the body functions in relation to physical activity; develop body control; become aware of the health-related fitness components; begin applying strategies, rules, etiquette, and conflict resolution techniques in dynamic situations; and identify safety practices and protocols while being physically active. Students engage in activities that develop basic levels of strength, endurance, and flexibility. Activities are presented to complement a student's natural inclination to view physical activity as challenging and enjoyable.
(b) Knowledge and skills.
(1) Movement patterns and movement skills—locomotor skills. The physically literate student demonstrates competency in fundamental movement patterns and developmentally appropriate locomotor skills. The student is expected to:
(A) demonstrate and apply correct technique in a variety of locomotor skills and combinations during lead-up activities.
(2) Movement patterns and movement skills—nonlocomotor skills. The physically literate student demonstrates competency in fundamental movement patterns and developmentally appropriate nonlocomotor skills. The student is expected to:
(B) perform a combination of bending, stretching, twisting, curling, pushing, pulling, and swaying in a variety of activities.
Sample Responses and Rationales
Score Point 4
Golf is a sport that would provide opportunities for students to demonstrate competency in nonlocomotor movement skills like bending, pulling, twisting, and pushing. For alignment with these TEKS, I would focus on nonlocomotor movements used for putting and plan my instruction for this learning objective: students will be able to perform a combination of bending, pulling, and pushing movements using a golf putter to strike the ball toward the intended target demonstrating 2 of the 3 nonlocomotor movements accurately.
By 5th grade, students have learned many fundamental cues and skills while engaging in physical education activities and games. The scenario indicates that this class is comprised of learners exhibiting a wide range of skill and fitness levels. This objective will appropriately enable all learners to understand the importance of performing these nonlocomotor movements as necessary in hitting the ball to the target with accurate form and control.
Instruction for the activity would utilize the gradual release model. I would prepare the activity space with equipment such as cones, buckets of golf balls, putters of various heights, mats with holes (cups, tape or ribbon can be used to create holes on gym floor surfaces/outdoor surfaces). Once I explain the activity space, equipment, and safety/behavioral expectations for students, I would demonstrate proper nonlocomotor movements to putt the golf ball. Instruction would be chunked into different movements before asking students to perform the entire movement pattern. First, I would show students how to stand in relation to the golf ball and target, the location of the putter, and how their body should be bent over the golf putter. Students would partner up and take turns lining up to the target and bending over the putter. I would check in with partnered groups to assess how they are progressing and guide their development of the skill. Next, I would demonstrate the movement of pulling the putter back. Quarters placed on the ground can visually show distance for how the putter is pulled away from the ball based on the distance of the ball from the hole. Again, students would have time to practice and apply the pulling movement with a partner while I circulate to assess their progression. Finally, I would demonstrate the movement of pushing the putter to the ball to propel it to the target. Guided practice would follow for students to perform all the nonlocomotor movements required to putt the ball.
This activity is appropriate in providing instruction for each isolated movement within the pattern of progression that students need to learn. Guided practice throughout the activity effectively reinforces accurate form and control of the body within each of these nonlocomotor movements to promote their success in the striking of the ball.
To alleviate frustration students may encounter to meet the objective, adaptations can be implemented that will maximize participation for all students. Larger foam balls or tennis balls could be used instead of golf balls. In addition, have students stand closer to the hole. Then, as they gain more confidence and practice with the bending, pulling, and pushing movements, their distance from the hole can increase a little at a time.
Informal assessment checks would be conducted throughout the activity. Performance-based video conferencing may also be used to assess student understanding. The conference would begin with viewing a video featuring accurate movements to strike the ball. I would then video the student performing the movements, followed by discussion. This approach assesses learning by making comparisons in real time to areas of development or improvement and provides an authentic reflection on what was learned.
Rationale for the Score of 4
The "4" response reflects a thorough understanding of the relevant content knowledge and skills. The response fully addresses all parts of the assignment, demonstrates an accurate, highly effective application of the relevant content knowledge and skills, and provides strong, relevant evidence, specific examples, and well-reasoned explanations.
Completion: The response addresses all parts of the assignment, and the response to each part is developed with evidence, examples, and explanations. A learning objective aligned to the standards is described in paragraph 1; a detailed instructional activity, and the rationale for that activity, is described in paragraphs 3 and 4; differentiated instruction for the activity is described in paragraph 5; and an approach for assessment is described in paragraph 6.
Application of Content: The response accurately and effectively applies concepts and terminology relevant to Physical Education (nonlocomotor movement, form and control, movement pattern) and to pedagogy (gradual release model, performance-based, guided practice, informal assessment checks). The candidate demonstrates, for example, an understanding of how prior knowledge can affect the students' achievement of the learning objective. The candidate provides specific examples of how to differentiate instruction—for example, by providing larger foam balls or tennis balls, as well as having students stand closer to the hole. The candidate supplies a specific example and a well-reasoned explanation for performance-based video conferencing as an approach to assessing students' knowledge and skills in relation to the learning objective.
Support: The response provides strong, relevant evidence, specific examples, and well-reasoned explanations for each of the specific tasks in the assignment. In paragraphs 3 and 4, the instructional activity is described with specific details, including precise instructions using the gradual release model. The rationale provided for each instructional material and each step of the lesson activity reflects a thorough understanding of the relevant content knowledge and skills.
Score Point 2
Fifth grade students will be able to demonstrate a variety of locomotor skills, perform these movement concepts when they travel from one space to another, and identify the difference in each locomotor skill.
Begin by using power point slides to show students the various locomotor skills such as bending, twisting, running, hopping, skipping, galloping, etc. Ask student volunteers to demonstrate each movement shown in the slides. Survey the class to see which movements they enjoyed the most. Provide each student a copy of the Locomotor Checklist. Give students time to perform each skill on the checklist and evaluate each other. Once students have had sufficient time to go over the checklist, bring the whole class back together to compare the list and ask for volunteers to do stretches and movements.
A complete understanding of the locomotor skills on the checklist leads students to successfully play the Island-Hopping game. Place hoops around the floor so that students know where the "islands" are and select up to six students to be the alligators (taggers). Be prepared to answer the questions students have about the game. Call out a locomotor skill for students to perform as they avoid being tagged. Students may rest or escape an alligator by showing a stretch motion in the hoop or for a more advanced motion, allow students to leap on to the island (in a hoop). For safety reasons, students should come up with rules such as: no more than two students on an island at a time for a maximum of ten seconds or show good sportsmanship through encouraging words if someone slips or falls while leaping for the hoop.
This lesson would be effective because the Locomotor Checklist gives students a guideline to practice these locomotor skills. Peers can identify and correct improper form using the list. This gives all students, especially more shy and reserved students, an opportunity to share ideas and assist each other without having to perform in front of the whole class. Providing students with a Locomotor Checklist is one example of how to maximize participation and differentiate instruction.
An exit ticket can quickly assess if students met the learning objectives. Students will respond to the questions on the back of their Locomotor Checklist to identify and explain what they learned.
Rationale for the Score of 2
The "2" response reflects a limited understanding of the relevant content knowledge and skills. The response addresses some parts of the assignment and demonstrates a partially accurate application of the relevant content knowledge and skills. The response provides limited evidence, and examples or explanations are only partially appropriate.
Completion: The response addresses most parts of the assignment, but it does so only partially. It partially describes the learning objective (demonstrate, perform, and identify), but does not explain why the objective is appropriate other than to mention the locomotor skills are needed to play the game. The response offers limited evidence and only partially explains how to differentiate instruction ("Providing students with a Locomotor Checklist") and assess students' knowledge and skills in relation to the learning objective ("Students will respond to the questions on the back of their Locomotor Checklist to identify and explain what they learned.")
Application of Content: The response provides an only partially accurate and effective application of knowledge pertaining to physical education principles, concepts, and best practices. It states, for example, that "This lesson would be effective because the Locomotor Checklist gives students a guideline to practice these locomotor skills," but provides only the partially appropriate explanation of "Peers can identify and correct improper form using the list." The response provides an approach for assessing students' knowledge and skills ("an exit ticket") but does not provide an explanation for how this relates to students' achievement of the learning objective.
Support: The response provides limited evidence. Examples or explanations, when provided, may only be partially appropriate. The instructional activity described offers limited evidence for the advancement of student achievement toward the learning objective. The explanation of how to differentiate instruction lacks the support of an appropriate explanation or example. Little description is given of the method of assessment other than the mode and directions to "explain what they learned."
Performance Characteristics
The rubric created to evaluate your response to the constructed-response question is based on the following criteria:
| Completion | The degree to which the candidate completes the assignment by responding to each specific task in the assignment. |
|---|---|
| Application of Content | The degree to which the candidate applies the relevant knowledge and skills to the response accurately and effectively. |
| Support | The degree to which the candidate supports the response with appropriate evidence, examples, and explanations based on the relevant content knowledge and skills. |
Score Scale
The four points of the scoring scale correspond to varying degrees of performance.
| Score Point | Score Point Description |
|---|---|
| 4 | The "4" response reflects a thorough understanding of the relevant content knowledge and skills.
|
| 3 | The "3" response reflects a general understanding of the relevant content knowledge and skills.
|
| 2 |
The "2" response reflects a limited understanding of the relevant content knowledge and skills.
|
| 1 |
The "1" response reflects little or no understanding of the relevant content knowledge and skills.
|
| U | The response is unscorable because it is unreadable, not written to the assigned topic, written in a language other than English, or does not contain a sufficient amount of original work to score. |
| B | There is no response to the assignment. |
Note: Your written response should be your original work, written in your own words and not copied or paraphrased from some other work.