Problem
1. The purpose of this rubric is to evaluate students on their competency and proper form
when dribbling a basketball.
Refining the Problem
2. This rubric is designed for ALL 8th grade students. This includes both males, and females,
of any skill level.
3. It may be used for pretests, or posttests. It is also acceptable to administer for
improvement purposes. However, its primary function is to determine the skill level of
each student. Most notably, if used as a pretest and posttest, this rubric allows for
accurate comparisons of student improvement throughout the basketball unit lesson.
The ability to contrast performance evaluations shows students’ their growth and
development. Thus the opportunity to be prideful, and showing them that practice does
result in improvement. This rubric is a grading chart that is presented for easy
assessment of student basketball dribbling abilities. Observe, and grade as rubric
follows. Pretests and posttests in this detailed manner is how I plan to assess students.
Although, pretests are only used for student ability measurement, while the posttests
will be used for grading purposes. Students will then know what the graded posttest will
incorporate so they won’t have any surprises. Also, they will be properly shown what is
expected during the lesson, and will have plenty of practice time to improve their skill.
4. The unit lesson would be on the whole sport of basketball. However, this rubric is
specifically predicated on the basketball dribbling lesson. Therefore, in that lesson,
students with be lectured, and shown various demonstrations. Students will be
expected to kinesthetically display their ability to dribble a basketball through a series of
five cones separated five feet apart. They are to dribble up and back once for
completion. Proper mechanics and execution will be the two areas graded. More
specifically, components of each are as follows. Proper Mechanics: positioned on balls
of feet, knees slightly bent, pushes ball down with fingertips, back straight, head up and
on a swivel. Execution: control basketball, efficient use of both hands, display of fluidity
and light swift movement. These components make up a foundation of excellent
dribbling skills. Striving for such exemplary dribbling skills is commended and
encouraged, as is with any skill; however, it is not necessary. The reason we evaluate
our students on such is to improve their skills in an area of a sport that competency is
needed in order to effectively play. Effective play results in more youth movement and
activity which is always the impending mission. We want our children to be active and
engaged. Exposing them to sports, and improving their skills may just grasp their further
interest, thus resulting in the advancement of team sports involvement, and the ensuing
health benefits following.
Instrumentation and Methodology
5. The rubric score range is 1 through 5. A score of 1 is a result of a “poor” performance. A
score of 2 is a result of a “below average” performance. A score of 3 is a result of an
“average” performance. A score of 4 is a result of an “above average” performance. And
lastly, a score of 5 is a result of an “exceptional” performance. Stated within the rubric
are “cues” to look for while assessing each student. These “cues” provide as an easy
reference guide to help conduct a fitting score. The rubric is designed with details and
thoroughness to provide optimal grading implementation.
6. The test administrator must know that this basketball dribbling assessment is conducted
with one student performing at a time. There are five total cones set up in a single line
and they are all spaced five feet apart from each other. The student is to dribble the
around the cones, up and back one time. At this stage, the assessment is completed,
and the next student should be prepared to go. These assessments are quick, yet
thorough enough to fully evaluate the students’ skills. The students must dribble
through the cones displaying all necessary dribbling components, which they have been
prepared and exposed to prior. The test administrator must observe the students’
performance, and choose the description “cues” that fit their skills most accurately.
Then they should refer to the score number above their selection, and that is what they
write down in the score box. Also, not to be forgotten, the full names of the students
must be written down in the appropriate box. Each assessment should only take
approximately 30 seconds. The rapid turnover for this test would be very beneficial to
those physical educators with an overwhelming number of students.
Analysis of Results
7. The basketball dribbling assessment score numbers are inputted as whole numbers that
make up a larger numbered grading system. Throughout the school year, multiple tests
will be administered, so this assessment is one of many. That means that a “poor” score
would not greatly affect an overall grade, however, repeated substandard attempts will
eventually add up, and they will take their toll. For short measure, a score of 5 can be
perceived as an “A” while a score of 1 can be perceived as an “F”. The remaining grades
fill in sequentially. Therefore, a passing grade would be a score of 2, or a “D” grade. But,
such mediocrity is not advised, nor encouraged. This is a summative assessment. It
focuses on the outcome, and the progress made by each and every student. Students
will have ample practice time, and exposure, to improve their skills to the expected level
of dribbling competence. The pretest and posttest data will show the final result of
development.
*Set up the cones, and provide a properly inflated basketball. One student at a time
must dribble through the cones in a zigzag fashion. They do this up, and back once. They
are then finished. The teacher’s job is to observe the student and refer their skills to the
“cues” provided. The best match then is awarded that corresponding number. The
teacher is then to write down the student score under the box “score”. Make sure to
include the student’s full name, the date of the assessment, the grade level of the
student, and lastly, the class period for further organization. Print out a new rubric per
every class.
Website:
Basketball Dribbling and Ball-handling. Retrieved April 5, 2013, from
http://www.youth-basketball-tips.com/how-to-dribble-a-basketball.html
Date
Grade
Level
Class
Period
Exceptional
Above
Average
Average
Below Average
Poor
Student Name
Score
Category
5
4
3
2
1
Dribbling
Controls the ball
fully, with grace and
fluidity. Always on
balls of feet. Light,
swift lateral
movements. Head is
always up, and on a
swivel. Excellent
mechanics shown
throughout.
Impressive dominant
and non-dominant
handling of the
basketball.
Controls the
ball well.
Light on feet.
Mostly fluid.
Head is up,
and proper
mechanics
shown.
Great use of
both hands.
Mostly controls
the ball. On
balls of feet.
Knees bent.
Head is up
majority of
time. Proper
mechanics
evident. Uses
both hands
almost evenly.
Some control of the
basketball. Signs of
lightness on feet.
Head comes up
sometimes. Shows
some proper
mechanics.
Occasionally
touches the ball
with non-dominant
hand.
Cannot keep
control of the
basketball.
Flat footed.
Hunched over.
Keeps head
down. Slaps
ball. Sloppy
mechanics.
Uses only
dominant
hand.
Dribbling
Controls the ball
fully, with grace and
fluidity. Head is
always up, and on a
swivel. Excellent
mechanics shown
throughout.
Impressive dominant
and non-dominant
handling of the
basketball.
Controls the
ball well.
Head is up,
and proper
mechanics
shown.
Great use of
both hands.
Mostly controls
the ball. Head is
up majority of
time. Proper
mechanics
evident. Uses
both hands
almost evenly.
Some control of the
basketball. Head
comes up
sometimes. Shows
some proper
mechanics.
Occasionally
touches the ball
with non-dominant
hand.
Cannot keep
control of the
basketball.
Keeps head
down. Slaps
ball. Sloppy
mechanics.
Uses only
dominant
hand.
Dribbling
Controls the ball
fully, with grace and
fluidity. Head is
always up, and on a
swivel. Excellent
mechanics shown
throughout.
Impressive dominant
and non-dominant
handling of the
basketball.
Controls the
ball well.
Head is up,
and proper
mechanics
shown.
Great use of
both hands.
Mostly controls
the ball. Head is
up majority of
time. Proper
mechanics
evident. Uses
both hands
almost evenly.
Some control of the
basketball. Head
comes up
sometimes. Shows
some proper
mechanics.
Occasionally
touches the ball
with non-dominant
hand.
Cannot keep
control of the
basketball.
Keeps head
down. Slaps
ball. Sloppy
mechanics.
Uses only
dominant
hand.
Dribbling
Controls the ball
fully, with grace and
fluidity. Head is
always up, and on a
swivel. Excellent
mechanics shown
throughout.
Impressive dominant
and non-dominant
handling of the
basketball.
Controls the
ball well.
Head is up,
and proper
mechanics
shown.
Great use of
both hands.
Mostly controls
the ball. Head is
up majority of
time. Proper
mechanics
evident. Uses
both hands
almost evenly.
Some control of the
basketball. Head
comes up
sometimes. Shows
some proper
mechanics.
Occasionally
touches the ball
with non-dominant
hand.
Cannot keep
control of the
basketball.
Keeps head
down. Slaps
ball. Sloppy
mechanics.
Uses only
dominant
hand.