Appendix C Samples Of Assessment Tools
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSAppendix CSamples of Assessment ToolsPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE117
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSDeveloping a RubricConsider the following questions as you develop a rubric to assess thequality of a student’s performance. Check the Quality Level ofYour Rubric Assess Your RubricA level 5 is the excellent level. It should include descriptionsthat indicate work beyond what you expect for the grade/program/unit. This is WOW!A level 4 is the proficient level. Your description shouldindicate what it is you really want students to be able todemonstrate for the grade/program/unit.A level 3 is the adequate level. This level should indicateminimal competencies that you will accept for the grade/program/unit.A level 2 is the partial level. This level should indicate what youare not yet meeting for the grade/program/unit.Level 1 is the novice level. The learner has just barely begun todemonstrate any level of knowledge or competency.Is it: 118What are the specific curriculum outcomes addressed in thetask?What does an excellent level performance look like? What arethe qualities that distinguish an excellent response from the rest?What do other responses along the performance qualitycontinuum look like?What are the criteria for assessing a student’s performance on anassessment task?What are the written descriptions of each quality level of thecontinuum? Is each description qualitatively different from theothers? Are there an equal number of descriptors at each levelof quality? Are the differences clear and understandable to thestudent and others?Clear?Consistent in the number of descriptors across the levels ofquality?Based on curriculum outcomes at the grade level?Providing challenge for students?PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSStudent Tracking ChartDateUnit:Class:TotalStudent NameCodes:ga good attitudepe performance - excellentpa performance - acceptablepu punctualtp top personal achievementeq helped with equipmentar acting responsibilityen excused with notemd excused (medical)np not participating points for positive observed behaviour- points for negative observed behaviournc not prepared (gym clothes)ip impoliteib inappropriate behaviourot off taskuc uncooperativeUse the provided codes to keep records of students.Combined with - points and points, scores can be provided tostudentsPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE119
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample Participation RubricLevel 1Very LimitedSeldom or neverLevel 2LimitedOccasionallyLevel 3AccomplishedFrequentlyLevel 4StrongUsuallyLevel 5OutstandingConsistentlyCriteriaReadinessProper Attire (shirt,gym pants, shorts,court shoes, punctuality)is fully prepared forclass in acceptabletime (5 minutes),participates fullyis fully preparedbut not ready forclass in acceptabletime, participatesfullyis only missing oneitem of attire, islate but participatesfullyis missing someattire and is late,minimallyparticipatesis not prepared andis late, does notparticipateWarm-uptakes initiativeto fully completewarm-up withoutpromptingfully completeswarm-up, but mustbe promptedcompletes mostof the warm-upactivitiescompletes abouthalf of warm-upactivitiescompletes very little(less than half ) ofwarm-up activitiesSkill/MovementDevelopmentdisplays excellentunderstanding/demonstration ofmovements/skillsdisplays goodunderstanding/demonstration ofmovements/ skillsdisplays adequateunderstanding/demonstration ofmovements/skillsdisplays someunderstanding/demonstration ofmovements/skillsdisplays very littleunderstanding/demonstration ofmovements/skillsTime on Taskalways on taskusually on taskfrequently on taskoccasionally on task rarely on taskGroup Interaction(including respectfor others and self)always cooperates,student alwaysinteractsresponsibly withothers, exhibitsleadership and rolemodellinginteractsresponsibly mostof the time,demonstratesrespect most ofthe timeoccasionallycooperates,occasionallyinteracts responsibly,acceptable level ofrespect shownoccasionallycooperates, takessome responsibility,shows some respectrarely cooperates(uncooperative),does not interactresponsibly, lacksrespect for othersUnderstands Conceptsshows excellentunderstanding ofconcepts taughtshows goodunderstanding ofconcepts taughtshows acceptableunderstanding ofconcepts taughtshows minimalunderstanding ofconcepts taughtshows nounderstanding ofconcepts taught,unable to assessPositive/AppropriateBehavioursEffort excellentdemonstrationof willingness toperform to thebest of his/herability always displayspositive attitude always displaysopenmindedness tonew activities gooddemonstrationof willingness toperform to thebest of his/herability usually displayspositive attitude usually displaysopenmindednessto new activities acceptable minimal nodemonstrationdemonstrationdemonstrationof willingness toof willingness toof willingness toperform to theperform to theperform to thebest of his/herbest of his/herbest of his/herabilityabilityability occasionally minimal display never displaysdisplays positiveof positivepositive attitudeattitudeattitude never displays occasionally minimal displayopen-mindednessdisplaysofto new activitiesopen-mindednessopen-mindednessto new activitiesto new activitiesEquipment set-upRespect for equipment and facility alwaysdemonstratesrespect and careequipment and good acceptabledemonstration ofdemonstration ofrespect and carerespect and carefor equipmentfor equipmentand facilityand facilityfacility minimal nodemonstration ofdemonstrationrespect and careof respect andfor equipmentcare forand facilityequipment andfacility120PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample Participation RecordLevel 1Very LimitedSeldom or neverNameLevel 2LimitedOccasionallyLevel 3AccomplishedFrequentlyLevel 4StrongUsuallyLevel 5OutstandingConsistentlySkill/Positive/Movement Time on Group Understands AppropriateAttire Warm-upDev.Task Interaction Concepts BehavioursPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATEEquip. Set-upRespect forEquip. &Safety121
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample Physical Education Assessment Tool: Domains Rubric es in a variety ofactivitiesUnderstands and has the ability topose and solve movement challengescomes prepared to participate wears appropriate clothing is ready and on timegets involved in the activitiesis activeApplies body mechanics inmovement activitiesapplies developmentallyappropriate technique(s) for theactivities hand/eye coordination(throwing and catching) basic movement skillsEngaged in movement, motorand athletic skill developmentactivitiesuses movement and activity skillin a variety of activitiesworks to the best of his/her abilityis on taskworks on skill developmentEngages in personal fitnessactivitiesparticipates in personal fitnessactivitiesworks to remain physically activeworks on his/her health relatedfitness componentsworks on his/her skill relatedfitness componentsLevel 1Very Limited/Seldom or Never122Cooperation/Responsibilityunderstands the taskcan demonstrate the task (individuallyand with othersassists other studentsUnderstands and applies games andmovement conceptsunderstands the instructionsfollows instructionuses skills and ideas taught in activitiesUnderstands and applies groupdynamics and concepts of fair playcontributes to the groupis a team playerpractises fair playpractises sportsmanshipUnderstands the application andimpact of a lifelong and activehealthy lifestyleunderstands the importance of beingactiveis activetakes responsibility for his/her healthunderstands that good healthinvolves numerous factors (physical,mental, social, etc)Level 2Limited/OccasionallyLevel 3Accomplished/FrequentlyDemonstrates cooperative andsocially responsive behaviorscares for the safety of othersrespects personal and public propertyrespects othersencourages appropriate behavioursDemonstrates PersonalResponsibilityshows care for personal safetycares for personal health andhygienerespects oneselfDemonstrates leadership andgroup dynamic skillsworks with and includes othersduring activityconsiders the views of others duringgames and playleads by positive examplevalues the contributions of allDemonstrates and applies anactive and healthy lifestyledemonstrates that good eating leadsto healthdemonstrates that regular physicalactivity leads to good healthtakes part in regular fitnessactivitiesLevel 4Strong/UsuallyLevel 5Outstanding/ConsistentlyPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample Physical Education Assessment Tool: Domains RubricSource: Rebecca Fewer - Physical Education Teacher (ESD)NAMEMoving and Doing(50%)Understandingand Applying (25%)Cooperation andResponsibility (25%)P1 A1 E1 E2 AVG.U1 U2 U3 U4 AVG.D1 D2FinalD3 D4 AVG.123456789101112131415161718Moving and DoingP1 - Participates in a variety ofactivitiesA1 - Applies body mechanics inmovementsE1 - Engages in movement, motorand athletic skill developmentactivitiesE2 - Engages in personal fitnessactivitiesLevel 1Very Limited/Seldom or NeverUnderstanding & ApplyingU1 - Poses and solves movementchallengesU2 - Applies game and movementconceptsU3 - Applies group dynamics andfair playU4 - Aware of the impact of alife-long active healthy lifestyleLevel 2Limited/OccasionallyLevel 3Accomplished/FrequentlyPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATECooperation & ResponsibilityD1 - Demonstrates cooperative andsocially responsive behaviorsD2 - Demonstrates leadership andgroup dynamic skillsD3 - Demonstrates and applies anactive and healthy lifestyleD4 - Demonstrates and applies anactive and healthy lifestyleLevel 4Strong/UsuallyLevel 5Outstanding/Consistently123
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample Physical Education Evaluation and AssessmentSource: Bern Baker - Physical Education Teacher (NCSD)Domain: Moving and Doing (50 %)123451234512345Evaluation Criteria:Attendance & Punctuality (comes prepared for class, on time and hasproper attire)Participates in a variety of activitiesApplies body mechanics in movement activitiesEngages in movement, motor and athletic skill development activitiesFitness (25% of the 50%)Participates in personal fitness activitiesWorks to remain physically activeWorks on his/her health related fitness (cardiovascular, strength, flexibility,muscular endurance)Domain: Understanding and Applying (25%)Evaluation Criteria:Understands & has the ability to pose/solve movement challengesUnderstands and applies game and movement conceptsUnderstands and applies group dynamics and concepts of fair playUnderstands the application and impact of a lifelong active healthy lifestyleDomain: Cooperation & Responsibility (25%)Evaluation Criteria:Demonstrates cooperative and socially responsible behaviorsDemonstrates personal responsibilityDemonstrates leadership and group dynamic skillsDemonstrates and applies an active healthy lifestyleLevel 1Very Limited/Seldom or Never124Level 2Limited/OccasionallyLevel 3Accomplished/FrequentlyLevel 4Strong/UsuallyLevel 5Outstanding/ConsistentlyPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample Physical Education Assessment Tracking SheetSource: Luke Neville - Physical Education Teacher (ESD)Date (s):NameCAActivity:PCAPCAPCC CognitiveLevel 1Very Limited/Seldom or NeverLevel 2Limited/OccasionallyA AffectiveLevel 3Accomplished/FrequentlyPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATEAPP PsychomotorLevel 4Strong/UsuallyLevel 5Outstanding/Consistently125
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample Physical Education Teacher Reflection/Exit PollDomain: Moving and Doing (50 %)Attendance & Punctuality (comes prepared for class, on time and hasproper attire)Participates in a variety of activitiesApplies body mechanics in movement activitiesEngages in movement, motor and athletic skill development activitiesParticipates in personal fitness activitiesWorks on his/her health related fitness (cardiovascular, strength, flexibility,muscular endurance)Domain: Understanding and Applying (25%)Understands & has the ability to pose/solve movement challengesUnderstands and applies game and movement conceptsUnderstands and applies group dynamics and concepts of fair playUnderstands the application and impact of a lifelong active healthy lifestyleDomain: Cooperation & Responsibility (25%)Demonstrates cooperative and socially responsible behaviorsDemonstrates personal responsibilityDemonstrates leadership and group dynamic skillsDemonstrates and applies an active healthy lifestyle126PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample: Physical Assessment Tracking Sheet - General GuideSource: John Elkins – P.E. and Healthy Living Program Specialist (ESD)This assessment tracking sheet is one possible way to record your observations of a student throughout thecourse of an activity unit. The design of the tracking sheet allows you to enter text into each box and simplysave the changes to store your data. Example: At the end of a class you would record the number value in each of the following positions. The values used are as follows:1 Seldom – Rarely2 Emerging – Occasionally3 Effective – Usually4 Strong – Frequently5 Outstanding – ConsistentlyMoving and DoingAssessment BoxUnderstanding andApplying Assessment BoxCooperation andResponsibility AssessmentBox Note: It would be unrealistic to think that a teacher could assess every student during every class. Onesuggestion might be to try to focus in on 4-5 students each class. While you are focusing on these 4-5,you are still making general observations of the whole group and therefore you could record any unusualoccurrences that are outside your focus group. See the next page for a sample tracking sheet.PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE127
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSContinued from previous pageSource: John Elkins – P.E. and Healthy Living Program Specialist (ESD)Activity:Starting Date:Name:Name:Name:Name:Name:128Class 1Class 2Class 3Class 4Class 5Class 6Class 7Class 8Class 1Class 2Class 3Class 4Class 5Class 6Class 7Class 8Class 1Class 2Class 3Class 4Class 5Class 6Class 7Class 8Class 1Class 2Class 3Class 4Class 5Class 6Class 7Class 8Class 1Class 2Class 3Class 4Class 5Class 6Class 7Class 8PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample Physical Education Participation and Effort EY: Teachers may wish to develop their own codes.PP Present and Participating PPNC Present and Participating but not changedNP Not ParticipatingE ExcusedS SickI InjuryAAE Above Average EffortAE Average EffortME Minimal EffortM MedicalTE Travel ExcusedPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE129
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample ChecklistPlace the skills to be measured in the spaces belowStudent NameLevel 1Very Limited/Seldom or Never1301.Level 2Limited/Occasionally2.3.Level 3Accomplished/FrequentlyLevel 4Strong/Usually4.Level 5Outstanding/ConsistentlyPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample Observation Checklist for Self ConfidenceSource: PangrazziTheme:Class:Date:Level ofSelf-ConfidencewhenLevel ofLevel ofSelf-Confidence )(Post-Unit)SkillSkillSkillStudent NameLevel 1Very Limited/Seldom or NeverLevel 2Limited/OccasionallyLevel 3Accomplished/FrequentlyPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATELevel 4Strong/UsuallyLevel 5Outstanding/Consistently131
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample: Your Wellness IntelligenceDo 2333333333333333333333333Participate in regular physical activity?Participate in everyday leisure activities?Participate in sports/activities 3-5 days/week?Participate in aerobic activities 3-5 days/week?Participate in muscle strength and endurance 2-4days/week?Participate in flexibility exercises 4-5 days/week?Limit computer time dailyChoose foods from the milk group?Drink more than 2 glasses/day of milk/juice?Eat breakfast?Limit drinking of soft drinks?Eat raw vegetables?Eat fruit?Walks instead of drive?Limit eating candy?Limit use of salt in food?Choose whole grain cereal or bread?Maintain ideal weight?Limit fried foods?Limit the skipping of meals?Try new sports?Try new foods?Drink water?Eat healthy snack foods?Eat a variety of protein foods?Get adequate sleep?Limit TV viewing each dayRead food labels for nutrition content?2222222222222222222222Total Score:TotalScoring:70 or above .you're a winner50-69.doing great35-49.you're in the runningbelow 35.try harder132OftenRarelyPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample: Physical Education Goals AgreementDuring the time of the physical education course , Ithe following:agree to work towards achieving1. Physical activity goals during work/school timea) I will walk instead of taking transportation to places within walking distance.b) I will spendminutes a day standing instead of sitting during lunch/recess hour.c) I will walk upflights of stairs at work/school.d) I will spendminutes during each school/work break walking.e) I will spendminutes during each lunch break walking outdoors.2. Physical activity goals during recreational or free time:a) I will spendminutes daily doing stretching activities to increase my flexibility.b) I will spendminutes at least four times per week doing aerobic activities to improve mycardiovascular fitness.c) I will spendminutes at least three times per week doing strength fitness activities.d) I will spendminutes Saturday and Sunday in active recreational activities.3. Summarize your fitness or wellness goals for this course/semester:a)b)c)d)e)f)g)4. My reward for achieving my goals will be:a)b)c)d)e)f)I agree to follow this contract until I reach my :PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE133
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample: Student PortfolioA portfolio is a purposeful collection of a student’s work that shows his/her effort, progress, and achievementover time. Items in a portfolio can be suggested by the teacher or selected by the student. Portfolios provideinformation for a comprehensive assessment of student development. Criteria for evaluation can beestablished for each reporting period. Entries should be dated so the teacher can track each student’sdevelopment over time.Active living portfolios could include the student’s planning and goal-setting worksheets and activities,photographs of a student’s participation in healthy physical activities, journal entries, documents sharingout-of-school accomplishments in physical activity or student-generated art pieces reflecting on active lifestyleexperiences. Entries should be dated so the teacher can track each student’s development over time.Student Reflection on the ActivityStudent Name:Date:Activity/Project Title:Student CommentsTwo reasons I chose this activity are:Teacher CommentsTwo positive things I noticed are:I want you to notice:One specific thing to work on is:Next time I might:Other Comments:Other Comments:Signature:Signature:Date:Date:134PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample: Portfolio ChecklistEntry #DateClass/TopicPHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATETeacher: CheckedPoints (1-5)135
APPENDIX C: SAMPLES OF ASSESSMENT TOOLSSample: Student Journal WritingAssessment of student perform
119 APPENDIX C: SAMPLES OF ASSESSMENT TOOLS PHYSICAL EDUCATION CURRICULUM GUIDE - INTERMEDIATE Student Tracking Chart Codes: ga good attitude eq helped with equipment nc not prepared (gym clothes) pe performance - excellent ar acting responsibility ip impolite pa performance - acceptable en excused with note ib inappropriate behaviour pu punctual md excused (medical) ot .
Issue of orders 69 : Publication of misleading information 69 : Attending Committees, etc. 69 : Responsibility 69-71 : APPENDICES : Appendix I : 72-74 Appendix II : 75 Appendix III : 76 Appendix IV-A : 77-78 Appendix IV-B : 79 Appendix VI : 79-80 Appendix VII : 80 Appendix VIII-A : 80-81 Appendix VIII-B : 81-82 Appendix IX : 82-83 Appendix X .
Appendix G Children's Response Log 45 Appendix H Teacher's Journal 46 Appendix I Thought Tree 47 Appendix J Venn Diagram 48 Appendix K Mind Map 49. Appendix L WEB. 50. Appendix M Time Line. 51. Appendix N KWL. 52. Appendix 0 Life Cycle. 53. Appendix P Parent Social Studies Survey (Form B) 54
1 The Independent-Samples and Paired-Samples t Tests in SPSS versions 21-22 This guide uses the Rikers 1989 data set for Independent Samples test and the NELS dataset for the Paired Samples test. All t Tests are means comparisons: A One Sample t test compares a sample average to a population mean. An Independent Samples t test compares the averages of two groups whose members are
Appendix H Forklift Operator Daily Checklist Appendix I Office Safety Inspection Appendix J Refusal of Workers Compensation Appendix K Warehouse/Yard Inspection Checklist Appendix L Incident Investigation Report Appendix M Incident Investigation Tips Appendix N Employee Disciplinary Warning Notice Appendix O Hazardous Substance List
This portion of the contest will have the following 8 grain samples: o 4 corn samples o 2 soybean samples o 2 wheat samples Participants will have 60 minutes to complete all 8 samples. Each sample is worth 25 points. Participants will grade samples based on the of
Samples and Templates: Appendix A—Solicitation Letter to ask for auction item donations Appendix B—Donation Form for donors to complete Appendix C—Publicity Flyer to distribute at meetings Appendix D—Publicity Article to include in your newsletter Appendix E—Interesting Item Descriptions Appendix F—Bidding Sheet
Appendix K: Thermal bridging 77 Appendix L: Energy for lighting 78 Appendix M: Photovoltaic (PV) technology and on site wind turbines 81 Appendix N: Micro-cogeneration (also known as micro-CHP) 84 Appendix P: Assessment of internal temperature in summer 86 Appendix Q: Special features and specific data 91
The Need for Adult High School Programs 1 G.E.D.: The High School Equivalency Alternative 9 An Emerging Alternative: The Adult High School Ciploma 12 Conclusion 23 Appendix A -- Virginia 25 Appendix B -- North Carolina 35 Appendix C -- Texas 42 Appendix 0 -- Kansas 45 Appendix E -- Wyoming 48 Appendix F -- Idaho 56 Appendix G -- New Hampshire .
