appendix b: sample assessment, evaluation … · physical education guide to implementation...

Physical Education Guide to Implementation (K–12) Appendix B /231 �Alberta Learning, Alberta, Canada (2000)

APPENDIX B: SAMPLE ASSESSMENT, EVALUATIONAND COMMUNICATION STRATEGIES

Assessment Strategies

Category Strategy Information It Provides Illustrative Example

PerformanceTasks

Simulation

Demonstration

Video production

Presentation

Project (individualand group)

Documentation ofcreativity, understanding,organizational andreasoning skills, handlingof equipment, safetypractices.

Application and analysisof skills in new situations.

Student develops andparticipates in an individual,health-related fitness programwith specific curriculumoutcomes in mind;e.g., functional fitness, bodyimage and well-being.

A group develops a uniquegame, taking into considerationnumber of players, equipment,court size, name, whetherstudents will be active enough tobuild cardio-respiratoryendurance, and then teach it tothe rest of the class.

Develop a week-long,health-related personal fitnessplan, and present it in chartform.

Develop a 1-minute floorexercise routine, anddemonstrate it to a group ofpeers.

Observations Anecdotal record

Checklist

Observing students

Immediate feedback oflearning, focused onspecific outcomes;e.g., teamwork,leadership skills,communication, fair play.

Teacher or peers observe studentparticipation at a learning stationwhere other students aredemonstrating a variety of ballpassing techniques.Observations are recorded andbased on identified criteria.

Teacher and students develop achecklist on components of fairplay. Students are observeddemonstrating fair playcomponents throughout lessonsover a period of time.

Sample Assessment Strategies

232/ Appendix B Physical Education Guide to Implementation (K–12) (2000) �Alberta Learning, Alberta, Canada


OralCommunication

Interviews

Questions/responses

Peer teaching/coaching

Conferencing

Speaking and listeningskills, ability to support/defend a position,information gathering,synthesizing concepts/methods.

Students observe partners whilestretching, complete a checklistto evaluate each other’scompletion of appropriatestretches and adherence to safepractices, and then discuss thefindings with their partners.

InterestInventory

Checklist

Questionnaire

Interests, strengths,learning preferences—forplanning future programs.

Students can be givenincomplete sentences or open-ended opportunities to write andreflect, illustrate or explain orcomplete questionnaires.

Interest inventory questionscould include:

x Did you gain anunderstanding of thephysical education outcomesfor this activity/unit?

x How did you feel about yourparticipation?

x Did you enjoy working withyour classmates?

x What physical activities doyou do away from school—with family, friends, self?

Test Multiple choice

True/false

Completion

Matching

Recall, recognition,content mastery.

Paper and pencil test forsummative information at theend of a unit.

WrittenLanguage

Essay (extended andrestricted response)

Writing andorganizational skills,research skills andvocabulary.

Write a personal fitness plan,complete with goals, an actionplan and method of monitoringprogress.

Name any similarities betweenspeedball and soccer skills.How can these similarities helpyou to learn speedball, if youalready know how to playsoccer?

Explain the game of basketballwhen it was first invented byCanadian, James Naismith. Tellabout its evolution to the game ithas become today.




Learning Logs Reflective journal

Dialogue journal

Portfolio

Written record of theknowledge, skills andattitudes in relation tooutcomes.

Personal connections toactive living concepts.

Record of personalexperiences.

Goal setting.

Shows progress over aperiod of time.

Student records personal activeliving schedule outside ofphysical education class; e.g., athome, fitness centre, with familymembers or friends.

How do you feel when youparticipate in a physical activityduring physical education class?At home?

Describe a situation where youencouraged another classmatewhile participating in a physicalactivity. How did you feel?What impact did it have on theother person? On otherparticipants?

Describe situations where youdisplayed the qualities of fairplay and cooperation. Describesituations where you may nothave displayed these skillsduring class time. Describe howyou felt in each of the situations.

Journal entries could include“personal best” comments, suchas:

My strengths …My challenges …I feel good about …My goals are …My plan is …

From Combined Grades Manuals, K/1, 1/2, 2/3, 3/4, 4/5, 5/6, 1999, pp. 13–15. Adapted with permission of Edmonton PublicSchools, Resource Development Services.



Interest Inventory/Learning Log/Oral Communication

Student Name: Date:

Teacher Comments

Student Questions First Date Second Date Third Date

A. Did you gain an understanding of the physicaleducation outcomes for this activity/unit?

B. How did you feel about your participation?

C. Did you enjoy working with your classmates?

D. What physical activities do you do away fromschool—with family, friends, self?

This assessment strategy can facilitate achievement of the following outcomes.

GeneralOutcomes

Activity Benefits Health Cooperation Do It Daily…For Life!

9 9 9

SpecificOutcomes

BasicSkills

Application ofBasic Skills

FunctionalFitness

BodyImage

Well-being

Communi-cation Fair Play Leadership Teamwork Effort Safety

Goal Setting/Personal

Challenge

ActiveLiving in theCommunity

9 9 9 9 9



Learning Log/Written Language

Active Living Calendar—Activity Schedule

Day Time Activity Heart Rate Description

Sunday 8:30 a.m. Walk/run a route of predetermined kilometresthrough a park

Journal Entry

At the Beginning: Personal BestProgram 1 Month Later 2 Months Later

1. My strengths: 1. 1.

2. My challenges: 2. 2.

3. I feel good about: 3. 3.

4. My goals are: 4. 4.

5. My plan is: 5. 5.


GeneralOutcomes


9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9



Performance Task/Observation

Gymnastics/Dance Routine—Peer assessment or modify for self-assessment.

My name: Others in my group:

Based on pre-identified criteria, this group is being observed for:

x

x

x

Circle the movements observed.

Locomotor Movements Nonlocomotor Movements

walk jump gallop swing shakejog skip leap twist stretchhop glide run turn pull

Does the sequence have

a start a finish? � �

Did this group:

x use three locomotor movements? Yes No

x use three nonlocomotor movements? Yes No

x have a definite start and finish? Yes No

x use music to assist with sequence? Yes No


GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9



Learning LogMy Fitness Shoe: Do It Daily for Life

Name: _______________________________________ Grade: ____________________

Colour one part of the shoe each day you take part in a fitness activity for 20 minutes or more!

My Fitness Activities

1. 6. 2. 7. 3. 8. 4. 9. 5. 10.


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9

1. 2.

3.

4.

5.

6.

7.

8.9.

10.



Test

Colour the body parts that move when you � skip � run � walk � jump � throw or any otherskill.


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9



TestComponents of Fitness

1. Which of these activities require a great deal of strength in your muscles? Write YES or NObeside the activity.

a. running up a hill d. playing marbles

b. riding a bike e. digging a deep hole

c. reading a book f. pushing a car

2. Here are some activities that work your muscles. Name the part of your body where themuscles are working for a long time.

a. partial curl-ups/sit-ups

b. push-ups

c. bike riding

d. rope climbing

3. Which of the following activities would most improve the strength of your heart? Why?

4. How does stretching our muscles help us in games and other activities?


GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9



Written LanguageSafety in Physical Education

Name: _______________________________________ Grade: _________________

Mr. Jim Nasium, your physical education teacher, has asked you to explain the safety rules of thegymnasium to a new student who will be arriving next week. He wants you to cover all the rulesabout such things as using equipment, moving in the gymnasium, and working with a partner anda group. You decide to make a list of five rules for the new student, and to explain why it isnecessary to have these rules. Write your list below.

Rule No. 1:

Why?

Rule No. 2:

Why?

Rule No. 3:

Why?

Rule No. 4:

Why?

Rule No. 5:

Why?


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9

Sample Evaluation Strategies


CHECKLIST SAMPLES

Basic Skills Checklist 1st Observation 2nd Observation

CriteriaWorking

to AchieveHas

AchievedWorking

to AchieveHas

AchievedLocomotor

Skillsyes no yes no yes no yes no

Walking x reflexive arm swingx little vertical liftx definite heel–toe action

Running x brief period where both feet are off theground

x arms in opposition to legs, elbows bentx slight body lean, even rhythmx support leg extends completelyx nonsupport leg bent 90ºx recovery thigh is parallel to the groundx little rotary action of recovery leg

Hopping x able to hop on either foot, land on samefoot

x nonsupport leg flexed with the footfurther back than the knee

x rhythmical, pendulum-like action ofnonsupport leg to produce force

x arms bent and swing to produce forcex arms are not needed for balance

Leaping x take off on one foot and land on theopposite foot

x a period where both feet are off theground

x forward reach with arm opposite the leadfoot

Forward Jump x preparatory movement includes flexion ofboth knees with arms extended behind thebody

x arms extend forcefully forward andupward, reaching full extension abovehead

x take off and land on both feetsimultaneously

x arms are brought downward duringlanding

x body weight at landing moves forwardSliding x body faces sideways to direction of travel

x step sideways, followed by a slide of thetrailing foot to a point next to the lead foot

x a short period where both feet are off thefloor

x able to slide left or right




CriteriaWorking

to AchieveHas

AchievedWorking

to AchieveHas

AchievedLocomotor

Skillsyes no yes no yes no yes no

Skipping x rhythmical repetition of the step–hop onalternate foot

x rhythmical weight transfer throughoutx foot of nonsupported leg carried near

surface during hopx arms alternately moving in opposition to

legs at about waist levelx toe landing

Galloping x a step forward with the lead foot, followedby a step with the trailing foot to a positionadjacent to, or behind, the lead foot

x brief period where both feet are off theground

x both legs flexed during flightx arms bent and lifted to waist levelx able to lead with either foot




Manipulatives CriteriaWorking

to AchieveHas

AchievedWorking

to AchieveHas

Achievedyes no yes no yes no yes no

OverheadThrow

x arm is swung backward with elbow atshoulder height or higher

x rotation of hip and shoulder to a pointwhere the nondominant side faces thetarget

x step with opposite foot to the throwinghand

x follow through with the throwing handmoving diagonally across the body

x lead with the elbow during the throwingaction

x thumb ends up pointing down on thefollow-through

Catching x hands are held with fingers pointing upand the thumbs close for a ball caughtabove the waist, and the little fingers closeand fingers pointing down for a ball caughtbelow the waist

x arms are held relaxed at sides and forearmsare held in front of the body

x arms reach for the ball just prior to contactx ball is caught by the handsx elbows bend to absorb the force

Kicking x movement of kicking is initiated at the hipx support leg bends slightly at contactx slight backward lean of the trunk during

contactx forward swing of the arm opposite kicking

legx full extension of leg on follow-through

Batting x dominant hand grips the bat above thenondominant hand

x stand sideways with nondominant sidefacing the object to be struck

x weight shifts to back footx arms swing backwardx hips and spine rotatex weight shifts to forward foot at contact

This evaluation strategy can facilitate achievement of the following outcomes.

GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9



Sample Goal Setting Checklist

Criteria Yes NoClearly states goalClearly states criteria/evidence for successful completionLists actions to achieve the goalLists resources for supportEstablishes a plan to monitor progressCreates a timeline for attainment


GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9

Sample Gymnastics Routine Checklist

Criteria Yes NoLocomotor movesNonlocomotor componentsRotationsBeing positiveEnding positionIncludes one or more partnersContinuous movement with controlSafe use of equipment


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9



Sample Journal Entry Checklist

Criteria Yes No CommentsStates a reaction that reveals understanding and makesconnections to the activityWritten in the first personExpresses views, ideas and emotionsShows insights by describing the interesting andunusual

This evaluation strategy can facilitate achievement of the following outcomes. (Depends on topic)

GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9

Sample General Outcomes C and D Checklist (e.g., communication, leadership, teamwork, effort,safety)

Criteria Yes NoListens to, respects, elaborates on ideas of othersStays on taskDisplays enthusiasmDeals constructively with disagreementsProvides encouragement to othersMakes suggestions that move the group toward completion


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9



Sample Dance Routine Checklist

Criteria Yes NoRhythmic movement is expressiveRhythmic movement is consistent with the themeMovements are coordinated with the musicTechniques of dance style are appropriate and consistent


GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9

Sample General Outcome B Checklist (Students develop a fitness circuit for their peers.)

Criteria Yes NoAppropriate for fitness level of classEncourages students to participateIncludes aerobic, flexibility, strength and endurance elementsPrepares participants for the intended activityEnsures safety and individual needs of participants are metProvides clear, concise and easy-to-follow instructions


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9



Sample General Outcomes A, B, C and D Checklist

Name: _______________________________ Class: __________ Date: ______________

Activity

First Observation Second Observation

LEARNER OUTCOMES CRITERIA Workingto Achieve

HasAchieved

Workingto Achieve

HasAchieved

Skill Performance Demonstrates (performs) efficient andeffective movement skills.

Skill Improvement Demonstrates (shows) improvement inskill quality.

Application Demonstrates (performs) the correctskills required to participate in theactivity.

Benefits Health



HasAchieved

Workingto Achieve

HasAchieved

Functional Fitness Experiences/understands thecomponents of fitness.

Body Image Recognizes individual body differencesand their relationship to physicalactivity.

Well-being Understands the positive benefits gainedfrom physical activity.

Cooperation



HasAchieved

Workingto Achieve

HasAchieved

Communication Demonstrates communication skillsappropriate to cooperative participationin physical education.

Fair Play Demonstrates etiquette and fair play.

Leadership Selects and demonstrates responsibilityfor various roles while participating inphysical education.

Teamwork Identifies and demonstrates positivebehaviours that show respect for self andteammates.

(continued)



(continued)

Do It Daily…For Life!



HasAchieved

Workingto Achieve

HasAchieved

Goal Setting/PersonalChallenge

Sets goals in physical education that arepersonally challenging.

Safety Follows rules, routines and proceduresfor safety in a variety of activities.

Effort Demonstrates factors that encouragemovement.


GeneralOutcomes


9 9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9 9 9 9 9 9 9 9



ANALYTIC RATING SCALE SAMPLES

Sample Choreographed Dance Analytic Rating Scale

Criteria Consistently Frequently OccasionallyRarely, if

everKnows patterns and steps to the dancePerforms steps with correct timing and rhythmShows innovative patternsDemonstrates a polished performanceExpresses the spirit of the dance

Comments:


GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9



Sample Gymnastics Analytic Rating Scale


everMovements flow smoothly from one to the nextwithout breaks/stopsShows good form, including starts, stops,balances and rotationsControls body movementIncludes necessary componentsPerforms movements in a safe and cooperativemannerUses equipment safelyUses body parts to show movement at high,medium and low levelsPerforms aesthetically pleasing routine

Comments:


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9



Sample Game Analytic Rating Scale


everDemonstrates proper skills

Uses equipment safely

Plays fairly, with proper game etiquette

Encourages and supports others in theirparticipation

Displays a positive attitude

Comments:


GeneralOutcomes


9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9 9



Sample General Outcomes C and D Analytic Rating Scale


everSuggests ideas and alternatives

Makes an effort to include all members of thegroup

Willing to try new activities

Works cooperatively with others

Acknowledges the contributions of others

Participates with enthusiasm

Willing to compromise or cooperate

Encourages peers

Comments:


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9



Sample Research Report Analytic Rating Scale


everUses a variety of research sources includingown notes

Introduces topic of the report, and definespurpose

Uses visuals and/or graphics with explanation

Describes interesting or unusual aspects oftopic

Develops a logical and effective conclusionbased on an analysis of information

Comments:

This evaluation strategy can facilitate achievement of the following outcomes. (Depends on topic)

GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9



Sample General Outcomes B, C and D Analytic Rating ScaleMy Involvement in the Physical Education Class

Name: _______________________________________ Grade:

1. I like to try new activities in physical education.

Consistently Frequently Occasionally Rarely

2. I play by the rules of the games.


3. I can cooperate with a partner.


4. I have fun in physical education.


5. I look after the equipment in the gymnasium.


6. I listen to and follow the teacher’s instructions.


7. I bring a change of clothes to physical education class.


8. I try my best in physical education class.


9. I like to learn new games.


(continued)



(continued)

10. I can cooperate with a group of 3 or 4 students.


11. I bring my running shoes to physical education class.


12. Here is a picture I have drawn of myself doing my favourite indoor or outdoor physicaleducation activity.


GeneralOutcomes


9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9 9



Sample Soccer Skills Analytic Rating Scale

Criteria Consistently Frequently Occasionally Rarely, if everx able to make

distance passes20 metres or more

Passing

x chips and passesover or aroundopposition

x traps a ground ballTrappingx traps a ball that is in

flight

x demonstrates changein speed

x demonstrates changein direction

Dribbling

x uses both inside andoutside of feet

x demonstrates propertechnique for legalthrow-in

Throw-in

x demonstrates abilityto get distance—10 metres or more

x demonstrates shot,using a stationaryball

Shooting

x demonstrates shot,using a moving ball


GeneralOutcomes


9 9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9 9 9



Sample Badminton Analytic Rating Scale

Criteria Consistently Frequently Occasionally Rarely, if everServe:x focuses eyes on shuttlecockx displays preparatory backswingx stands sideways to target, with

racquet held in one handx steps toward target with front foot

as racquet is swept down andforward

x drops shuttlecock in front of bodyand at waist level

x contacts shuttlecock below waist;racquet head is below wrist to thefront and side of front foot

x rotates hips and trunk duringstriking motion

x follows through across bodyOverhead shot:x focuses eyes on shuttlecockx stands sideways to target, with

racquet held in one handx displays preparatory backswingx steps toward target with opposite

foot during the hitx straightens opposite arm with

palm of hand facing awayx rotates hips and trunk during

striking motionx contacts shuttlecock slightly ahead

and above shoulderx follows through toward target and

across bodyEtiquette:x uses equipment safelyx plays fairly, with proper game

etiquettex encourages and supports others in

their participationx displays a positive attitude

Comments:


GeneralOutcomes


9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9



Sample Leadership Analytic Rating Scale

Criteria Consistently Frequently Occasionally Rarely, if ever

Adaptable/Flexiblex able to adjust to unexpected

circumstances—problem-solvingability

Responsiblex accepts challengesx able to see goal through to the end

Organizedx shows evidence of planning, record

keeping and goal setting

Communicationx uses effective techniques to

communicate a clear purposex encourages others

Self-confidentx shows knowledge of task/activity

Cooperativex able to compromisex able to work with othersx acknowledges contribution of others

Decisivex demonstrates consistent and fair

decision-making skills in differentsituations


GeneralOutcomes


9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9 9 9 9



RUBRIC SAMPLES

Developing a Rubric

Consider the following questions as you develop a rubric to evaluate the quality of a student’sperformance.

x What are the specific curriculum outcomes addressed in the task?

x What does an excellent performance look like? What are the qualities that distinguish an excellentresponse from the rest?

x What do other responses along the performance quality continuum look like?

x What are the criteria for evaluating a student’s performance on an assessment task?

x What are your written descriptions of each quality level on the continuum? Is each descriptionqualitatively different from the others? Are there an equal number of descriptors at each level ofquality? Are the differences clear and understandable to students and others?

Check the quality levels of your rubric as follows:

� A Level 4 should be the Excellent Level. It should include descriptions that indicate work beyondwhat you expect for the grade/program/unit. This is a WOW!

� A Level 3 should be the Proficient Level. Your descriptions should indicate what it is you reallywant students to be able to demonstrate for the grade/program/unit. This is a YES.

� A Level 2 is the Adequate Level. This level should indicate minimal competencies that you willaccept for the grade/program/unit. This is a YES, BUT.

� A Level 1 is the Limited Level. This level should indicate what you will not accept as adequate forthe grade/program/unit. This is a NO, BUT.

Now evaluate your rubric. Is it:

� clear?� consistent in the number of descriptors across the levels of quality?� based on curriculum outcomes at grade level?� ensuring success for students?� providing challenge for students?



Sample General Outcomes C and D Rubric

Levels of Quality

Criteria(key words)

4Excellent

3Proficient

2Adequate

1Limited

Focus on task Group membersconsistently focuson task

Group membersfrequently focus ontask

Group memberssometimes focuson task

Group membersrarely, if ever,focus on task

Roles andresponsibilities

Roles andresponsibilities areclearly defined

Roles andresponsibilities aredefined

Roles andresponsibilities arevague

Roles andresponsibilities arenot defined

Respect for others Respect for others’ideas isconsistentlyevident

Respect for others’ideas is frequentlyevident

Respect for others’ideas isoccasionallyevident

Little or no respectfor others’ ideas

Settlingdifferences

Conflicts/disagreements aredealt withconstructively

Conflicts/disagreements aredealt with

Conflicts/disagreements areoccasionally dealtwith

Conflicts/disagreements aregenerally ignored

Task completion Task completedwell withintimelines

Task completedwithin timelines

Task completedbeyond timelines

Task is leftincomplete


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9



Sample Headstand Rubric

Levels of Quality

Criteria(key words)

4Excellent

3Proficient

2Adequate

1Limited

Headstand Performs aheadstand andbalances on ownfor at least3 seconds

Performs aheadstand whilereceiving supportfrom a partner inorder to remainbalanced

Performs a tuckheadstand andbalances on ownfor at least3 seconds

Initiates a tripod,but is unable tobalance on own

Analysis Uses a thoroughand insightfulanalysis oftechnique with apartner to improveperformance

Analyzestechnique with apartner to improveperformance

Occasionallyanalyzes techniqueto improveperformance

Requires teachersupport to analyzetechnique toimproveperformance


GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9



Sample Dance Rubric

Levels of Quality

Criteria(key words)

4Excellent

3Proficient

2Adequate

1Limited

Basic movements Incorporatesseveral basicmovements in apleasing dancesequence

Incorporatesseveral basicmovements in adanceablesequence

Includes somebasic danceablemovements in arepeating order

Includes somebasic movementswithout danceableconnections

Transitions Transitionsbetween steps aresmooth andflowing

Transitionsbetween steps aremade in time to themusic

Transitionsbetween steps arechoppy

Transitionsbetween steps areawkward, stop-and-go movements

Coordination withmusic

Steps are highlycoordinated withthe music

Steps arecoordinated withthe music

Steps are generallycoordinated withthe music

Steps show little orno coordinationwith the music

Rhythm andpattern

Consistentlymaintains rhythmand pattern

Frequentlymaintains rhythmand pattern

Occasionallymaintains rhythmand pattern

Needs assistanceto maintain rhythmand pattern

Staying information

Stays in formationfor entire dance

Stays in formationmost of the time

Occasionallymoves out offormation

Rarely, if ever, information

Engagement withthe group

Contributesenthusiasticallyand invitessuggestions fromothers

Contributes togroup and acceptsothers’ ideas

Contributes to thegroup

Participates onlywhen encouraged


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9



Sample General Outcomes A, C and D Rubric

Levels of Quality

Criteria(key words)

4Excellent

3Proficient

2Adequate

1Limited

Following the rules ofthe activity or game

Consistently followsthe rules

Frequently follows therules

Occasionally followsthe rules

Demonstrates little orno willingness tofollow the rules

Skills Consistentlydemonstrates skillsappropriate to theactivity or game

Frequentlydemonstrates skillsappropriate to theactivity or game

Demonstrates skillsappropriate to theactivity or game, butlacks consistency

Rarely demonstratesskills appropriate tothe activity or game

Ready position Consistently in theready position

Frequently in the readyposition

In the ready positionsome of the time

Rarely in the readyposition

Participation Eagerly engages inactivities and helpslead the group in goalsetting

Participates fully inactivities

Participates wheninterested

Participates only whenencouraged

Attitude Displays a positiveattitude andenthusiasm toward theactivities

Displays a positiveattitude

Displays an indifferentattitude

Expresses disinterestin activities

Initiative Takes initiative andtries new activities

Tries new activities andis developing a sense ofconfidence

Tries new activitieswhen given peer orteacher support

Reluctant to try newactivities

Cooperation Works cooperatively,providingencouragement andsupport for others

Works cooperativelywith others

Needs reminders inorder to workcooperatively

Needs supervision inorder to workcooperatively

Leadership Takes on various rolesand responsibilitieswith enthusiasm

Takes on various rolesand responsibilities

Takes on roles andresponsibilities withencouragement

Avoids or refuses totake on various rolesand responsibilities

Fair play Consistently playsfairly and showsproper etiquette

Frequently plays fairlyand shows properetiquette

Occasionally playsfairly and showsproper etiquette

Rarely, if ever, playsfairly and showsproper etiquette

Safety Considers thewell-being and safetyof others, andconsistently followssafe practices

Considers thewell-being and safety ofothers, and frequentlyfollows safe practices

Usually considers thewell-being and safetyof others, and usuallyfollows safe practices

Rarely, if ever,considers the well-beingand safety of others, butsometimes follows safepractices


GeneralOutcomes


9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9 9



Sample Lacrosse Rubric (Self-evaluation)

Name: Class: Date:

4 = Excellent – I consistently demonstrate the skill.– I consistently help my partner and explain what he or she needs to improve.

3 = Proficient – I frequently demonstrate the skill.– I frequently help my partner and explain what he or she needs to improve.

2 = Adequate – I occasionally demonstrate the skill.– I occasionally help my partner and explain what he or she needs to improve.

1 = Limited – I rarely demonstrate the skill.– I rarely help my partner or explain what he or she needs to improve.

Skill My Rating

Trapping

Scooping

Cradling

Catching

Passing

Shooting

Partner Work

Total

Overall, I would rate my performance in this unit as (1 to 4): _______

Comments:


GeneralOutcomes


9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9



Sample Leadership Rubric

Criteria 4Excellent

3Proficient

2Adequate

1Limited

VerbalCommunica-tion

Clearly andeffectivelycommunicatesinformation withvivid detail

Clearly communicatesinformation withsuitable support anddetail

Communicatesimportantinformation, but is notclear overall

Communicatesinformation asisolated pieces, withinsufficient detail andsupport

CreatingProducts

Creates products thatexceed conventionalstandards

Creates products thatmeet conventionalstandards

Creates products thatrequire moreexplanation to meetconventionalstandards

Products are difficultto understand and donot meet conventionalstandards

Problem-solving Ability

Demonstratesforesight and thoughtin identifying possibleobstacles andconstraints, and plansfor them

Identifies mostobstacles andconstraints

Identifies someobstacles andconstraints

Demonstrates limitedforesight inidentifying possibleobstacles

DecisionMaking

Identifies plausiblesolutions to problems,and addresses thedifficulties posed bythe constraints orobstacles

Proposes solutionsthat appear plausible,and addresses themost importantconstraints orobstacles

Proposes alternativesolutions, but thesolutions do notaddress all theimportant difficulties

Presents solutions thatfail to address thedifficulties, or doesnot deal with thedifficulties at all


GeneralOutcomes


9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9



Sample Tennis Rubric

Criteria4

Excellent3

Proficient2

Adequate1

LimitedFundamentals The student consistently

demonstrates, duringwarm-ups, the readyposition; good footwork;correct grip; firm wrist;and flat, controlledswing

The student frequentlydemonstrates, duringwarm-ups, the readyposition; good footwork;correct grip; firm wrist;and flat, controlledswing

The student occasionallydemonstrates, duringwarm-ups, the readyposition; good footwork;correct grip; firm wrist;and flat, controlledswing

The student rarely, ifever, demonstrates,during warm-ups, theready position; goodfootwork; correct grip;firm wrist; and flat,controlled swing

Forehand Using a self-toss whilestanding in thebackcourt, during warm-ups, consistentlydemonstrates the abilityto hit a forehand shotsuccessfully

Using a self-toss whilestanding in thebackcourt, during warm-ups, frequentlydemonstrates the abilityto hit a forehand shotsuccessfully

Using a self-toss whilestanding in thebackcourt, during warm-ups, occasionallydemonstrates the abilityto hit a forehand shotsuccessfully

Using a self-toss whilestanding in thebackcourt, during warm-ups, rarely demonstratesthe ability to hit aforehand shotsuccessfully

Backhand Using a self-toss whilestanding in thebackcourt, during warm-ups, consistentlydemonstrates the abilityto hit a backhand shotsuccessfully

Using a self-toss whilestanding in thebackcourt, during warm-ups, frequentlydemonstrates the abilityto hit a backhand shotsuccessfully

Using a self-toss whilestanding in thebackcourt, during warm-ups, occasionallydemonstrates the abilityto hit a backhand shotsuccessfully

Using a self-toss whilestanding in thebackcourt, during warm-ups, rarely, if ever,demonstrates the abilityto hit a backhand shotsuccessfully

Rally With a partner, whilestanding in thebackcourt, consistentlycan rally back andforth

With a partner, whilestanding in thebackcourt, frequentlycan rally back andforth

With a partner, whilestanding in thebackcourt, occasionallycan rally back andforth

With a partner, whilestanding in thebackcourt, rarely, ifever, can rally backand forth

ForehandVolley

Using a self-toss whilestanding in thebackcourt, consistentlydemonstrates theforehand volleysuccessfully—4 out of 5times

Using a self-toss whilestanding in thebackcourt, frequentlydemonstrates theforehand volleysuccessfully—3 out of 5times

Using a self-toss whilestanding in thebackcourt, occasionallydemonstrates theforehand volleysuccessfully—2 out of 5times

Using a self-toss whilestanding in thebackcourt, rarely, ifever, demonstrates theforehand volleysuccessfully—less than2 out of 5 times

BackhandVolley

Using a self-toss whilestanding in thebackcourt, consistentlydemonstrates thebackhand volleysuccessfully—4 out of 5times

Using a self-toss whilestanding in thebackcourt, frequentlydemonstrates thebackhand volleysuccessfully—3 out of 5times

Using a self-toss whilestanding in thebackcourt, occasionallydemonstrates thebackhand volleysuccessfully—2 out of 5times

Using a self-toss whilestanding in thebackcourt, rarely, ifever, demonstrates thebackhand volleysuccessfully—less than2 out of 5 times

Serve Consistently candemonstrate overhandserve into right and leftcourt from behindbaseline

Frequently candemonstrate overhandserve into right and leftcourt from behindbaseline

Occasionally candemonstrate overhandserve into right and leftcourt from behindbaseline

Rarely, if ever, candemonstrate overhandserve into right and leftcourt from behindbaseline

(continued)



(continued)

Criteria4

Excellent3

Proficient2

Adequate1

LimitedMatch Play The student consistently

demonstrates tasks whileplaying a match with anopponent (80% of thetime)

The student frequentlydemonstrates tasks whileplaying a match with anopponent (60% of thetime)

The student occasionallydemonstrates tasks whileplaying a match with anopponent (50% of thetime)

The student rarely, ifever, demonstrates taskswhile playing a matchwith an opponent (lessthan 50% of the time)

GameStrategy

The student consistentlydemonstrates propercourt positioning andstrategy in singlesand/or doubles matches(80% of the time)

The student frequentlydemonstrates propercourt positioning andstrategy in singlesand/or doubles matches(60% of the time)

The student occasionallydemonstrates propercourt positioning andstrategy in singlesand/or doubles matches(50% of the time)

The student rarely, ifever, demonstratesproper court positioningand strategy in singlesand/or doubles matches(less than 50% of thetime)

This evaluation strategy can facilitate achievement of the following outcomes

GeneralOutcomes


9 9 9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9 9 9 9



OTHER SAMPLE EVALUATION STRATEGIES

What is my Physical Education Cooperation Level?

A. Think about your attitude and behaviour during physical education time so far this year.Circle the number of whistles that best describes your cooperation level in physical educationclass.

= I always do this.

= I usually do this.

= I sometimes do this.

= I hardly ever do this.

I listen to my teacher’s instructions:

I follow the gymnasium rules:

I help my partner/classmates:

I work on my own when asked:

I try to improve every class:

B. What personal goal will you work toward achieving in the next term?

__________ improve my attitude toward others

__________ improve my listening and following of directions

__________ improve my sportsmanship when playing games

C. How will you achieve this goal? What steps do you need to take?How: Steps:

Name: ______________________ Class: ____________________ Date: ________________


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge


9 9 9 9 9



Functional Fitness Written Test

Name: Class:

Part A – True or False

1. A good exercise heart rate for your age is between 20 and 24 beats/10 seconds.2. Aerobic fitness is developed in running.3. The best way to cool down is to go outside.4. Arms should be bent at a 45º angle when you run.5. The more fit you are, the quicker your heart rate returns to its resting heart rate (RHR).

Part B – Multiple Choice

1. Cardio-respiratory fitness is the fitness of the:a. heartb. lungsc. bloodd. blood vesselse. all of the above

2. How should you begin cardiovascular training, if you have not been active recently?a. once every two weeksb. graduallyc. 5 minutes a dayd. hard and steady

3. Anaerobic means:a. with oxygenb. without oxygenc. breathing heavily and constantlyd. loss of weight due to heavy exercise

4. If your neighbour wants to do aerobic exercises, which should he or she not pick:a. sprintingb. weight liftingc. joggingd. handball

(continued)



(continued)

5. How hard should your neighbour exercise for cardio-respiratory fitness:a. elevate the heart rate to correct intensityb. do stretching exercisesc. run 1500 m dailyd. walk only

6. Which test for cardio-respiratory fitness would you suggest:a. 100 m runb. 1500 m runc. 12-minute rund. lifting weights


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge

Active Livingin the

Community

9 9 9 9



Personal Fitness Program

Name: _____________________________________ Class: ________________________

Complete this fitness and nutrition questionnaire and hand it in at the end of the unit with yourcompleted fitness package.

What are five fitness goals that you would like to achieve during this unit? (Include bothphysical fitness and nutrition goals.)

1.

2.

3.

4.

5.

According to Canada’s Food Guide to Healthy Eating, how many servings per day should yoube having of:

1. Fruits and Vegetables _______________

2. Milk Products _______________

3. Grain Products _______________

4. Meat and Alternatives _______________

Based on this guide, are there any foods that you need to eat more of or less of and for whatreasons?

(continued)



(continued)

What specific activities do you plan to undertake to improve your fitness level?


GeneralOutcomes


9 9

SpecificOutcomes

BasicSkills


FunctionalFitness

BodyImage

Well-being



Challenge

Active Livingin the

Community

9 9 9

Sample Communication Strategies


PROGRESS REPORT SAMPLE

Grade Level Performance

Activity Benefits Health Cooperation Do It Daily}For Life!

General Outcome AGeneral Outcome BGeneral Outcome CGeneral Outcome D

Grade Level Performance

Activity Benefits Health Cooperation Do It Daily}For Life!

This term the Grade 2 students were asked to select and perform the basic skills in gymnastics. Alidemonstrates excellent body control when performing her gymnastics routine. She performed herroutine very vigorously from start to finish. Ali was very courteous in speech and action toward herclassmates by sharing her ideas throughout the unit. She is progressing in her ability to be creative andshould include this as a goal for next term.

Single statement based on each of thefour general outcomes and/orcurriculum organizers (or choose 1 or 2outcomes for each reporting period).

274/ Physical Education Guide to Implementation (K–12) (2000) �Alberta Learning, Alberta, Canada

appendix b: sample assessment, evaluation … · physical education guide to implementation...

Documents