Physical Education
Appendix D: Assessment and Evaluation - Examples

Grade 8

Topic: Games

Prescribed Learning Outcomes:

Movement

It is expected that students will:

• select, combine, and perform movement concepts and skills to create co- operative and competitive game activities
• apply basic offensive and defensive strategies

It is expected that students will:

• demonstrate appropriate social behaviour while working co-operatively in group activities
• select and apply rules, routines, and procedures of safety in a variety of activities

Grade 8

Topic: Dance

Prescribed Learning Outcomes:

Movement

It is expected that students will:

• select, combine, and perform locomotor and non-locomotor skills used in a variety of dance activities
  
• choreograph movement sequences using the elements of movement and basic dance steps and patterns

It is expected that students will:

• identify and demonstrate positive behaviours that show respect for individuals' potential, interests, and cultural backgrounds

It is expected that students will:

• demonstrate a willingness to participate in a wide range of activities from all movement categories (dance)

In addition to these outcomes, the teacher assessed each student's attitudes towards dance, co-operative learning skills, and leadership skills.

Planning for Assessment

The teacher provided the students with a variety of learning experiences using square, circle, couple, and individual dance formations. They practised dance steps, clapped and moved to rhythm, and used locomotor and non-locomotor movements to music. They learned and practised a variety of dance forms. Students were given a list of criteria and the task requirements for the dance performances.

Requirements for the Dances

1. Mixers--various partner positions, heel-toe, step-hops, chug claps, slide, stamp feet, varsouvienne position.

2. Line Dance--keeping the rhythm, stepping out on the accented beat, proper step sequence, stroll, shuffle forward, shuffle backwards, kicks, slide steps, tap touches, turns.

3. Folk Dance--grapevine step, elbow swing, single circle, double circle, step touches, clapping, polka step.

4. Social Dance--keeping yourself upright, keeping yourself moving, weight transfer smoothly from foot to foot, move on a narrow base, step out on the accented beat, following/leading rules, partner held firmly, keeping the manšs rhythm, closed dance position.

5. Square Dance--allemande right, allemande left, do-si-do, promenade, cast-off, courtesy turn, ladies chain, swing, weave the ring, grande right and left.

The class participated in various dances. Students were given demonstrations of proper technique to help in their self-assessment. At the end of each lesson, students were expected to record the dances they did and complete a self-assessment form. Daily assessment and ongoing feedback based on the Student Responsibility Scale was provided for the student. At the end of the unit, the students were invited to choose two dances for a formal assessment and evaluation.

Defining Criteria

The teacher explained the criteria for assessment and expectations for learning.

To what extent do students:

• demonstrate effective movement patterns (e.g., square, circle, couple, and individual formations)
  
• demonstrate knowledge of basic steps (e.g., grapevine, box step, weave the ring) and elements required for the dance
  
• use space, direction, level, and pathways effectively
  
• perform movements matched to the tempo or rhythm of the music
  
• perform steps with body control and fluid motions that reflect theme or nature of the dance
  
• display a positive attitude to dance activities
  
• show respect for others

Assessing and Evaluating Student Performance

Students and the teacher used the outlined criteria and the following five-point scale to assess learning. The teacher also referred to the Evaluating Group Communication Skills Across Curriculum reference set to assess students' group interactions.

Dance Performance Scale

5--Demonstrates effective movement patterns, knowledge of dance steps, and includes all requirements for the dance performed. The steps are performed accurately, smoothly with total body control. The student uses space effectively, moving smoothly throughout the allotted area. Movements flow and body motions match the tempo and rhythm of the music. The student is able to incorporate personal and unique elements into the dance. Student shows a high level of interest in dance, provides leadership, is a positive role model, and consistently respects and encourages other students.

4--Demonstrates effective movement patterns and knowledge of the steps, and includes all requirements. The steps are performed accurately and usually with a sense of body control. The movements may not always flow smoothly and occasionally do not match the music. The use of space is appropriate. Student shows interest in dance and is willing to help others.

3--Demonstrates most movement patterns and required steps for the dance. At times the steps are awkward and occasionally lack control. The movements show some evidence of flow, pauses are minimal, and movements usually match the music. The use of space is sometimes limited or appears crowded. Student is interested in dance and appears enthusiastic.

2--Demonstrates some movement patterns but has difficulty with most steps. The steps appear awkward and need more practice. The movements may not match the music. The use of space is limited. The student may need to be encouraged to stay on-task.

1--Dance is only partially performed with little evidence of ability to demonstrate movement patterns. Further instruction and practice is required.

Grade 9

Topic: Gymnastics

Prescribed Learning Outcomes:

Movement

It is expected that students will:

• apply movement skills and concepts when performing gymnastic activities
  
• select, perform, and evaluate gymnastic sequences using a variety of small and large apparatus

It is expected that students will:

• demonstrate appropriate social behaviour while working co-operatively in group activities
  
• demonstrate positive behaviours that indicate self-respect and self-confidence while participating in physical activity

Planning for Assessment

The students participated in learning activities that were designed to develop poise, balance, rhythm, coordination, and strength. Students were taught correct spotting techniques and skills related to the themes of balance, flight, take-off and land (e.g., headstand, handstand, stork stand, V-sit). Students explored these skills on small and large apparatus, such as benches or balance beam, bars, box, side horse, and rings. During each lesson the teacher observed each student's attitudes with respect to effort and participation in the various activities. The final task was to create a gymnastic sequence individually or with a partner on the apparatus of their choice. The requirements for the task were: a beginning position, two balance positions at different levels (e.g., low, high, or medium), a mount and dismount on the apparatus, and two or more balance positions on or near the apparatus. The sequences were videotaped for self-evaluation.

Defining Criteria

The teacher and students discussed the qualities of an outstanding performance and defined the criteria.

To what extent do students:

• have a clearly defined beginning position
  
• demonstrate smooth transitions between each element in the sequence
  
• choose appropriate balances and hold the positions for three to five seconds with body control
  
• show control and strength while performing movements
  
• perform shapes that are defined in flight or in static positions
  
• demonstrate smooth transitions between each element in the sequence
  
• perform movements that show creativity, poise, rhythm, and flow
  
• show correct form and technique in mounts and dismounts
  
• provide assistance and support to partners and classmates
  
• demonstrate behaviours respectful of others by listening, helping them to be successful, and promoting their confidence

Assessing and Evaluating Student Performance

The teacher videotaped the sequences. An evaluation sheet, based on the above criteria, was developed. The teacher, student, and peers used the evaluation sheet while viewing the performance.

Gymnastics Evaluation Sheet
Using the outlined criteria, identify the level of achievement and comment on the students' performance. Give a rating for each criteria: 3 ­ Met all criteria at a high level. 2 ­ Met most of the criteria, good level of execution. 1 ­ Met some criteria but missing key components.
Criteria	Rating	Comments
Quality of Movement
Partner Work
Overall Performance
Strengths
Ideas for next time

Grade 10

Topic: Games, Basketball

Prescribed Learning Outcomes:

Movement

It is expected that students will:

• demonstrate with efficiency and form ways to send, receive, project, and retain possession
  
• adapt and improve activity-specific motor skills in game activities
  
• analyse and demonstrate basic offensive and defensive strategies

It is expected that students will:

• demonstrate etiquette and fair play

In addition to these outcomes, the teacher used the Student Responsibility Scale and the Evaluating Group Communication Skills Across Curriculum reference set to assess each student's attitude towards physical activity, co-operation, leadership skills, and willingness to facilitate the learning of others.

Planning for Assessment

The teacher organized learning activities to help students acquire activity-specific motor skills related to basketball. Students practised individually, with partners, and in small groups to develop dribbling, passing, and shooting skills. They practised one-on-one and two-on-two to develop their offensive and defensive strategies. The teacher set up stations with activities for specific skills, such as dribbling around cones, shooting at a target, and passing to a partner. Teacher and students discussed the important aspects of these skills and ways to modify and improve performance. The teacher engaged students as observers to provide peer feedback. Students participated in matches to further refine their skills. The students were given opportunities at the end of the unit to demonstrate the level of skill they had acquired.

Defining Critieria

To what extent do students:

• dribble the ball (fast and slow) with both hands in a variety of ways (cross-over dribble, reverse dribble, behind-the-back dribble) keeping the head up and maintaining control of the ball
  
• use defensive stance--use body and lower center of gravity
  
• pass the ball accurately, demonstrating a chest pass, one-hand push-pass, overhead pass, baseball pass and bounce pass aiming for the chest--making sure the ball is catchable
  
• perform a lay-up, using correct technique, hitting the backboard at a 45° angle approach
  
• perform a set shot, using correct technique, from maximum shooting range, aiming and hitting the backboard or back rim
  
• move at a moderate pace and utilize space on the court appropriately
  
• effectively position themselves to receive the ball
  
• access team members and trust others with control of the ball
  
• conduct themselves in an assertive but not aggressive manner and abide by the rules of the game
  
• demonstrate teamwork and fair-play behaviours

Assessing and Evaluating Student Performance

Students were given a reciprocal-style assessment sheet where they used the criteria for each skill and a five-point performance scale. Students monitored a peer on several occasions during the unit to note improvement and to give positive feedback. The teacher observed the students using the criteria and recorded progress and evidence that indicated the skill level of the student. When each student was ready to demonstrate the skills, the teacher and peers used the criteria to evaluate the student's skill level. The assessment sheets were recorded for evaluation purposes. Student improvement was also noted. The final evaluation of the student was not based on the practice attempts but on the final level of skill acquired. In addition, the teacher monitored effort, attitude, and participation using the Student Responsibility Scale and Evaluating Group Communication Skills Across Curriculum reference set.

Rating Scale

5--Outstanding: demonstration of skill meets all elements with no apparent errors, consistent in performance and effectiveness

4--Good: demonstration of skill gives general impression of good form, but minor variations exist, consistent in performance and effectiveness

3--Satisfactory: can verbally correct form or visually recognize correct form; consistent, but lacks smoothness when performing the skill; and ease or lack of control in one or two respects, which affects skill as a whole

2--Needs attention: acceptable, but executes skills with many errors that result in inconsistency in performance and effectiveness; is unable to verbally or visually identify correct form or technique

1--Undeveloped: skill undeveloped

Basketball Skills Assessment Sheet
Criteria	Group Comment	Teacher Comment
Dribble
Passing
Lay-up
Pacing
Positioning
Teamwork
Follows the Rules
Fair Play

Grade 10

Topic: Training Programs

Prescribed Learning Outcomes:

Movement

It is expected that students will:

• adapt and improve activity-specific motor skills when performing individual and dual activities
  
• apply movement skills and concepts to a variety of individual and dual activities

It is expected that students will:

• plan, assess, and maintain personal fitness and activity programs, using the principles of training

Planning for Assessment

The teacher planned learning experiences to help the students identify their fitness and activity levels through a variety of means (e.g., flexibility, sit-reach, active living journal, standing long jump). Students were encouraged to set personal fitness activity goals that would allow them to establish a personal functional level of physical fitness. Teachers assisted students in designing a personal activity plan. The plan included a general goal statement, list of specific activities, support students would receive, timelines for reviewing the plan, and how students would know when they had achieved the goal(s). Students kept their information in their portfolios along with regular journal entries noting the progress. Students were also assessed using the Student Responsibility Scale.

Defining Criteria

The teachers involved the students in the setting of criteria.

To what extent do students:

• complete a goal statement that addresses their personal fitness or activity level and relates to the fitness component such as strength, endurance, and flexibility
  
• include specific activities that address necessary components of a fitness plan (warm-up, cardio-vascular, strength, stretch, cool-down)
  
• list specific time, duration, and intensity for implementation of the activities
  
• identify appropriate support people and ensure their willingness to be involved
  
• include review dates to assess the plan and progress
  
• show a willingness to revise and change the plan as necessary
  
• indicate what evidence will result in the meeting of the fitness or activity goal(s)

Assessing and Evaluating Student Performance

The teacher used the criteria to build a performance scale. The teacher and students assessed the plan and the activity goals using the scale. In addition, the students kept an ongoing fitness-activity journal to document the implementation of the plan. The students assessed the effectiveness of the plan based on their results and set new goals to be implemented in a revised plan.

Performance Scale

5--The plan is thorough and thoughtfully completed and includes all components. The activities are appropriate for the activity goals. Revisions and updates are ongoing. There is evidence that the student is actively implementing the plan. The fitness-activity journal is up-to-date and includes insightful comments about the student's experience implementing the plan.

4--The plan is thoroughly completed and all components of the plan are present. The activities are appropriate for the goals. Revisions and updates do not consistently occur. The student attempts to continuously work on the plan and their fitness-activity goals. The fitness-activity journal is up-to-date and identifies the student's difficulties with the plan. The student may require some further support to implement or revise the plan.

3--The plan is complete. The activities may not always address the goals. The student updates and revises the plan when reminded. The student makes some attempt to implement the plan but requires ongoing support to reach his or her goals. The fitness-activity journal is generally up-to-date, with occasional omissions.

2--The plan is incomplete. The student requires guidance to identify activities that would address the goals and support to construct a plan. The student needs to be reminded to update the plan. There is little effort or interest in implementing the plan. There are a few attempts to make entries in the fitness-activity journal.

1--There is no evidence of a fitness-activity plan or active participation. The fitness-activity journal contains no entries. The student requires ongoing teacher support to meet the criteria.

Grade 9

Topic: Hiking/Backpacking, and/or Cross Country Skiing/Snowshoeing

Prescribed Learning Outcomes:

Active Living

It is expected that students will:

• identify outdoor living skills and a code of responsible behaviour in the outdoors

Movement

It is expected that students will:

• select, plan, and participate in activity-specific motor skills in a variety of alternative-environment activities
  
• plan and participate in an outdoor experience
  
• identify and apply survival skills needed in a variety of environments

It is expected that students will:

• select and apply rules, routines, and procedures of safety in a variety of activities from all movement categories
  
• demonstrate positive behaviours that indicate self-respect and self-confidence while participating in physical activity

Planning for Assessment

The teacher generated a list of safety and survival skills necessary for participating in activities in different environments. The students listed potential hazards in an outdoor wilderness setting. They discussed weather conditions and how weather affects the equipment, clothing, food, and other resources needed for an outdoor activity. The students listed the preparatory skills and plans needed to participate in a hiking and backpacking adventure in a wilderness setting, and a snowshoeing and cross country skiing expedition to the local ski hill. Students were divided into small groups and given responsibility for planning an aspect of the outdoor activity. For example, one group planned the food, another listed clothing and equipment, another listed responsible behaviours expected. Students also reviewed first-aid and emergency procedures.

Defining the Criteria

The teacher and students defined the criteria for assessment and the expectations for the outdoor experiences.

To what extent do students:

• identify the specific skills and fitness level needed to participate in the activities
  
• perform the specific skills necessary to prepare for physical activity in an outdoor wilderness setting
  
• prepare for the expedition with the appropriate items (e.g., first-aid supplies, equipment, extra clothing, food, footwear, map)
  
• fulfil their assigned responsibilities in the group
  
• listen carefully to directions and instructions related to safety procedures and rules in the outdoor activity
  
• participate enthusiastically, showing respect and considerations for others and the natural environment
  
• use basic first-aid skills (e.g., dealing with hypothermia, heat exhaustion, breaks, bleeding) in real and practice situations
  
• enthusiastically participate in new activities, in alternative environments, challenging themselves

Assessing and Evaluating
Student Performance

The teacher designed a self- and peer evaluation portfolio based on the above criteria. The portfolio consisted of checklists for self-assessment and peer assessment, reflective questions about the outdoor experience, and observation sheets for teacher, self-, and peer assessment. The students worked in small groups and with a partner to assess and evaluate their performances.

Criteria	Self-Assessment	Peer Assessment	Teacher Assessment
Personal and Social Responsibility Fulfilled Group Role Followed Rules Enthusiastic About Personal Challenge Active Living Respect for Others Respect for the Environment Movement Understandig of Skills Understanding of Required Fitness Performance of Skills Preparation First-Aid Skills

Rating Scale:

4--Always

3--Usually

2--Sometimes

1--Needs Improvement