Physical Education
Appendix D: Assessment and Evaluation - Examples

Grades K to 1

Topic: Manipulative Skills

Prescribed Learning Outcomes:

Movement (Games)

It is expected that students will:

• demonstrate ways to send and project an object using a variety of body parts and implements
• demonstrate ways to receive an object using a variety of body parts and implements
• create and play simple games
• move safely in personal and general space, demonstrating body awareness

It is expected that students will:

• use safe behaviours when responding to simple movement tasks
• display a willingness to work with others

Planning for Assessment

Defining Criteria

Movement

To what extent do students:

• describe the activity and demonstrate the movements involved in the individual or partner challenge
• throw underhand and overhand with a designated piece of equipment ensuring reasonable direction and height of the throw
• throw to the target area
• catch an object with both hands or with a piece of equipment (e.g., scoop, mitt)

To what extent do students:

• wait their turn to get equipment
• watch out for other people
• put things back when they are finished
• share space safely
• watch where they throw things
• pay attention to what they are doing

Assessing and Evaluating Student Performance

The teacher observed the students' challenges and demonstrations, noting the development of skills as outlined in the movement criteria.

The teacher discussed the observations with each student in an informal conference. Students decided on one thing they would like to work on next time, and recorded a personal goal on the Student Rating Sheet. The teacher also rated student behaviour using the Primary Student Responsibility Scale included at the end of this appendix.

Grades 2 to 3

Topic: Juggling

Prescribed Learning Outcomes:

Movement

It is expected that students will:

• select and combine activity-specific motor skills involved in individual and dual activities
• demonstrate ways to send and receive an object using a variety of body parts and implements

It is expected that students will:

• demonstrate self-confidence while participating in activities from different movement categories
• demonstrate the ability to listen to directions, follow rules and routines, and stay on-task while participating in physical activity

It is expected that students will:

• demonstrate behaviours that indicate interest and enjoyment in physical activity

Planning for Assessment

Through demonstration and instruction, students were given specific examples of ways to send and receive an object using various body parts and implements. For example, the teacher explained, demonstrated, and highlighted examples of the tossing technique:

• hold the scarf by the fingertips near the center of the scarf
• toss the scarf straight up in line with the body
• catch the scarf by clawing using a downward motion of the hand
• grab the scarf from above as it is falling

The teacher provided opportunities for students to practise holding, throwing, and catching one and two scarves using the tossing technique.

In small groups, students used two or three beanbags and practised team juggling skills. Using the underhand throw, students began with one bag and threw in a designated pattern to one person in the circle until everyone had thrown to another person; then additional beanbags were added one at a time, keeping all of them moving from person to person in the group without dropping them.

Defining Criteria

To what extent do students:

• listen and watch the demonstration attentively
• practise enthusiastically with the scarves
• show persistence in practising
• offer advice and support to partners and team members
• toss with control in a straight line with the body
• toss the second scarf when the first scarf reaches its peak
• release the second scarf across the body
• toss and catch in a stationary position
• catch with control
• catch the scarf using a clawing motion
• use smooth, rhythmic movements when catching and throwing

Assessing and Evaluating Student Performance

The teacher gave the students the opportunity, when they felt ready, to demonstrate their ability to send and receive the scarves while keeping control. The teacher used the list of criteria as the outline for a comment sheet. Teacher and students conferenced about their progress.

Students assessed their partner's performance and completed a checklist on the criteria for holding, throwing, and catching two scarves.

Partner Checklist Partner's Name:

My partner demonstrates: Yes No tossing the scarf straight up in line with the body catching the scarf using a clawing motion tossing the second scarf when the first scarf reaches its peak tossing and catching while remaining stationary releasing the second scarf across the body working in a smooth and even rhythm

Students also completed a journal, recording their individual progress in acquiring the tossing technique.

Personal Journal Date of Entry:

This is what I was trying to do . . . This is how I feel about it . . . This is what I am able to do . . . This is what I would like to be able to do . . . This is what you can do to help me . . .

In addition, the teacher periodically noted observations about the students' self-confidence, progress in acquiring the skills, and evidence that they were enjoying the physical activity. This information contributed to the written structured report for each student.

Grade 4

Topic: Balance and Travel

Prescribed Learning Outcomes:

Movement

It is expected that students will:

• use a variety of gymnastic themes to create sequences using equipment and large apparatus, alone and with others
• demonstrate locomotor and non-locomotor skills, body and space awareness, qualities, and relationships when performing gymnastic activities
• use problem-solving skills to solve movement challenges

It is expected that students will:

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

Planning for Assessment

The teacher reviewed safe use of gymnastic equipment and the positive-behaviour expectations with students. Students worked individually on mats practising rolls, balances, and various gymnastic skills related to the themes of travel and balance. Students made pyramids or statues by balancing on one, two, three, and four points at different levels. Students created three-or-four part sequences incorporating locomotor movements in different directions and balances at different levels, matching or mirroring their partners' movements.

The students reviewed movement concepts and skills such as:

• body awareness (body shapes, transfer of weight)
• space awareness (general, personal, directions, pathways, levels, planes)
• qualities (speed, force, flow, time)
• relationships (working with others or objects)

As a culminating activity, students created a partner sequence to present to the class. Students used the criteria to assess and evaluate each other's sequences. Students collected feedback from class members and incorporated it into their sequence prior to the final presentation.

Defining Criteria

To what extent do students:

• use a variety of body shapes such as star, pike, or straddle to demonstrate body awareness
• include a variety of directions, pathways, and levels to show awareness of space
• include a variety of speeds and flow from one movement to another
• demonstrate correct technique and form when performing specific gymnastic skills
• use small and large equipment safely and effectively when creating balances or movement sequences
• link each element of the movement sequences
• show a variety of ways of working with a partner (e.g., mirroring, matching, contrasting)
• participate co-operatively with a partner
• engage in the challenge and persevere until completion of the task

Performance Scale

5--The partners demonstrated a dynamic, superbly choreographed sequence which included all necessary aspects of body awareness, space awareness, qualities, and relationships. Each element in the sequence linked smoothly to the next, and correct form and technique were displayed. Small and large apparatus were used safely and the selection of elements worked very well. The partners successfully fulfilled their responsibilities in the sequence and the overall presentation was outstanding. The students accepted the challenge willingly, were motivated to solve the challenge, and were engaged until completion.

4--The performance was well thought-out and included all necessary aspects of body awareness, space awareness, qualities, and relationships. Movements on the apparatus were demonstrated with care. The partners used the apparatus well with good technique for each of the elements in the sequence. Some changes to the flow and timing of the elements would make the sequence smoother.

3--The sequence included most aspects of the criteria outlined. The performance moved along with some pauses. The partners worked co-operatively. Timing in choreographing the sequence and correct techniques are still developing.

2--The partners encountered some difficulty with the design and execution of the sequence. They required support from the teacher and peers. Some criteria were not addressed and the timing and flow of the sequence was erratic.

1--The demonstration lacked thoughtful planning. Most of the criteria for the sequence was not incorporated appropriately. The partners lacked the communication skills needed to fulfill each of their responsibilities for performing the sequence.

Grade 5

Topic: Throwing and Catching

Prescribed Learning Outcomes:

Movement

It is expected that students will:

• demonstrate ways to send, receive, and retain possession of an object with increasing accuracy, individually and with others, using a variety of body parts and implements
• use critical thinking and problem-solving skills to create competitive and co-operative games
• demonstrate body and space awareness when performing game activities

It is expected that students will:

• identify and follow rules, routines, and procedures of safety in a variety of activities from all movement categories

Planning for Assessment

To develop striking skills, students worked individually, with a partner, and in small groups with a variety of small equipment. Students practised their sending, projecting, and receiving skills using sticks, bats, balls, paddles, and racquets. Students worked in small groups to practise striking an object with an implement (e.g., hockey sticks and puck, paddles, and whiffle balls). Students worked with partners and small groups to create challenges. The teacher observed the students and encouraged them to modify (make it easier) or extend (make it more difficult) the task by changing factors that affect the performance of motor skills.

Factors that affect motor skills:

• equipment--size, weight, texture, shape distance
• the number of people involved
• the space in which you are performing the task
• the level at which you are performing the task
• the side of the body with which you are performing the task (e.g., whether or not you are using your dominant hand)
• the weight, size, texture, and shape of the object being manipulated
• the speed of the object
• the size of the target

Defining Critieria

The criteria were defined by the teacher through class discussions.

To what extent do students:

• create challenges for themselves and others while sending and receiving an object
• think critically to continually change their challenges
• stay on-task
• use equipment and space safely
• choose factors from the list provided that allow them to be successful

Assessing and Evaluating Student Performance

The teacher observed the performance on the video and evaluated the student using the above criteria and the following rating scale.

Rating Scale

4--All criteria were met; the challenges were unique and showed critical thinking at an exceptionally high level.

3-- All criteria were fully met.

2--Most criteria were met; the student performance was safe but the challenges lacked evidence of critical thinking.

1--Some criteria were met but there was evidence that the student requires more practise.

In partners, the students viewed the video and recorded evidence on a Thinking Paper using the following statements:

• Describe the evidence showing that you and your partner created successful challenges.
• Include the factors you changed (e.g., "We were passing a ball with a hockey stick and it was easy, so we moved further apart and used a puck.").
• List the evidence showing that you and your partner stayed on-task.
• Record two examples where you demonstrated safe use of space and equipment.

Grade 6

Topic: Multicultural Dance

Prescribed Learning Outcomes:

Active Living

It is expected that students will:

• demonstrate a willingness to participate in a variety of activities from all movement categories

It is expected that students will:

• refine dance patterns from a variety of dance forms, alone and with others
• use the creative process to develop dances, alone and with others

It is expected that students will:

• identify and demonstrate positive behaviours that show respect for individuals' potential interests, and cultural backgrounds
• follow the rules, routines, and procedures of safety in a variety of activities from all movement categories

Planning for Assessment

The teacher and students discussed the role of dance as a physical activity for life. The students reviewed a previously learned dance and then practised a variety of folk dances from different cultures. With partners and in groups, the students modified and created steps within their dance. The students planned a presentation using the following process:

1. Brainstorm steps, record ideas, create a dance.
2. Prepare and practise new or modified dance (e.g., La Bastringue).
3. Prepare oral introduction to dance.
4. Stage a dress rehearsal for self- or peer evaluation.
5. Incorporate feedback and refine the presentation.
6. Present the dance to an audience.

Defining Criteria

The teacher and students collaborated to establish the criteria.

To what extent do students:

• complete and modify the dance appropriately
• set dance steps to tempo
• show innovative ideas in their dance
• willingly take part in planning and performing
• follow the steps for creating and performing the dance (as indicated above)
• work co-operatively and show respect for all group members

Assessing and Evaluating Student Performance

The teacher developed a performance scale based on the above criteria. Discussions were held to ensure that all students understood the expectations. The performance scale was used by the students for the purpose of peer assessment and evaluation during the dress rehearsal and by the teacher to assess and evaluate the final presentations. Each group was responsible for peer assessment of another group. The teacher encouraged group consensus and fair judgments for each rating.

Performance Scale

5--All members of the group worked together co-operatively to plan their dance. There is evidence that they followed the process for creating the dance. Dance modifications were innovative and showed a great deal of thought. The tempo of the music and the steps matched perfectly. The group was able to implement feedback from the teacher and their peers. The performance flowed smoothly and was presented with poise and confidence.

4--The group worked well together. There was evidence that they followed the process for planning a dance. They were able to take some of the suggestions and implement them. The steps and the tempo matched. The combination of dance steps usually flowed smoothly and the dancers usually appeared poised and confident.

3-- The group worked well together but at times required support from the teacher. The dance process appeared to be followed and the group included some suggestions from other groups. The combination of dance steps was complete but more practice was needed to create a smoother dance composition. At times the dancers seemed poised and confident.

2--The group had difficulty working together. They had a hard time deciding what they wanted to do. The dance was complete and was presented, but the tempo did not always match and it lacked innovative ideas. The dancers lacked poise and confidence. The dance required more practice.

1--The group had difficulty working together. The group was not prepared to present a dance.

In their journals, students were asked to reflect on their personal contribution to the dance and the work of their group.

• Draw or write about the dance your group created.
• Explain your specific contribution to your group.
• What worked well for you? What worked well for the group?
• What would you change about the dance?
• What would you change about your contribution?

Grade 7

Topic: Training Program

Prescribed Learning Outcomes:

Active Living

It is expected that students will:

• demonstrate a willingness to participate in a variety of activities from all movement categories
• demonstrate a personal functional level of physical fitness

It is expected that students will:

• apply body mechanics to improve performance in individual and dual activities

It is expected that students will:

• identify and demonstrate positive behaviours that show respect for individuals' potential interests and cultural backgrounds
• identify, describe, and follow the rules, routines, and procedures of safety in a variety of activities in all movement categories

Planning for Assessment

The teacher provided opportunities for the students to participate in warm-up activities, stretching, strength training, and cool-down activities related to various activities from the individual and dual movement category. The activities incorporated fitness components such as strength, flexibility, and cardiovascular endurance. Students had an opportunity to work on their personal fitness level through aerobic and anaerobic activities (e.g., running, walking, skipping, aerobic dance, stretching, jumping, strength activities, isometric exercises) and to participate in activities related to track and field and combatives (e.g., wrestling, karate, and individual manipulatives). The students planned a training program to address their needs and interests. The teacher outlined activities, an appropriate time frame for training, and specific fitness components that should be included in a training program.

The following steps were used to create a small training circuit:

1. Students participated in a circuit incorporating aerobic and anaerobic activities (e.g., bench jumping, pushups, skipping, sit-ups, pylon weave) and various tasks related to activities from the individual and dual movement category.

2. Students, in small groups, designed a similar circuit following the specific task requirements given by the teacher (e.g., three aerobic and three anaerobic activities, map of circuit, one activity of their choice and list of instructions for each station). The selection was based on student assessment of needs related to developing their personal functional level of physical fitness.

3. In a large space (e.g., field or activity room) students set up and used their own stations to determine the functionality of the circuit.

4. Each group tested and evaluated their circuit, using other groups as participants.

5. The class evaluated the various circuits, deciding on the most efficient, practical, and enjoyable circuit(s) that also met the criteria.

6. The group incorporated the feedback and evaluation to revise and modify their circuit.

Defining the Criteria

The teacher and students worked together to establish the criteria.

To what extent do students:

• follow the suggested steps in creating the circuit, including the required physical activities
• include a variety of activities in the circuit which address the criteria and personal fitness levels
• willingly demonstrate all the activities in the circuit
• include and encourage other members of the group to improve the skill level
• address fitness components using appropriate tasks or exercises
• include a variety of body mechanics (such as balance, motion, force, and levers) in designing the exercises in the circuit
• use correct technique to improve body mechanics

Assessing and Evaluating Student Performance

Each group explained their circuit to the class, explaining their choice of activities, the application of fitness principles, and how the personal fitness levels will improve using the circuit. The group demonstrated the three aerobic and three anaerobic activities showing specific motor skills and body mechanics and incorporated tasks or activities that address their personal functional level of physical fitness. The teacher used the above criteria and the following scale to record observations on the students' performance.

Rating Scale:

4--All criteria were fully met; explanation and demonstration were thorough; all elements were present and expertly demonstrated; worked together to encourage others; followed required steps; selected appropriate activities or tasks to meet fitness goals.

3-- Criteria were met; explanation and demonstration were complete; most elements were present and adequately demonstrated; evidence that students effectively worked together.

2--A variety of activities were present, but did not include all criteria; explanation and demonstration were limited; selection of tasks or activities to address personal fitness goals could be modified; students needed some assistance from the teacher to encourage each other and to work co-operatively.

1-- Limited activities; no explanation; inadequate demonstration (more time required to establish an effective group, create an adequate circuit, and practise the skills).

The Student Responsibility Scale was also used to evaluate individual work in Personal and Social Responsibility.

In addition, the students submitted a self- or group evaluation sheet outlining: each group member's contribution and how they assisted each other; three things they thought were effective in their circuit; the personal fitness goal for each member of the group; and a suggestion for improvement.