|
| |
| Designed by: |
Subject : Physical Education |
- Raymond L. Dillon
- Mark P. Ferster
- Dorthy L. Fisher
- Kay E. Myers
- Carol W. Runk
- Jared L. Wagner
- Lewis E. Wagner
|
Standard: Health and
Physical Education
Level: Grades K-2 |
- What is the Mifflin County School District
benchmark on which the assessment task will focus?
10.4 A, B, C, E, and F
10.5 A, B, C, D
|
- Write the title of the assessment task which will
engage students in demonstrating this benchmark.
Describe the task.
Locomotor Skills (run, skip, gallop,
hop, slide, jump, and leap)
Students will use locomotor skills in various
activities.
|
- What observable and measurable performance
criteria will be used to judge what students know
and/or can do?
Rubric - proper foot/step pattern and
correct arm movement to help with balance
|
- Design a rubric or checklist to assess the
task. Indicate the criteria needed for mastery. Attach
to this sheet.
|
(Rubric)
|
Locomotor skills |
O
done correctly all
the time |
S
done correctly most
of the time |
N
chooses not
to/doesn’t do
correctly |
|
proper foot/step pattern |
|
|
|
|
correct arm movement to help with balance |
|
|
|
|
participation |
|
|
|
Back to Top
K - 2 Framework for Assessment Tasks
| Designed by: |
Subject : Physical Education |
- Raymond L. Dillon
- Mark P. Ferster
- Dorthy L. Fisher
- Kay E. Myers
- Carol W. Runk
- Jared L. Wagner
- Lewis E. Wagner
|
Standard: Health and
Physical Education
Level: Grades K-2 |
- What is the Mifflin County School District
benchmark on which the assessment task will focus?
10.4 A, B, C, E, and F
10.5 A, B, C, D, and F
|
- Write the title of the assessment task which will
engage students in demonstrating this benchmark.
Describe the task.
Locomotor Skills Involved in Game
Play
|
- What observable and measurable
performance criteria will be used to judge what
students know and/or can do?
Rubric
|
- Design a rubric or checklist to assess
the task. Indicate the criteria needed for mastery.
Attach to this sheet.
|
(Rubric
| |
O
done correctly all the time |
S
done correctly most of the time |
N
chooses not to/doesn’t do correctly |
|
follows the rules. |
|
|
|
|
has proper locomotor skill for the game. |
|
|
|
|
follows verbal command |
|
|
|
|
is able to sustain participation throughout the activity |
|
|
|
|
Back to Top
K - 2 Framework for Assessment Tasks
| Designed by: |
Subject: Physical Education |
- Dorthy L. Fisher
- Lewis E. Wagner
- Raymond L. Dillon
- David L. Quay
- Jared L. Wagner
|
Standard: Health and Physical Education
Level: Grades K-2 |
1. What is the Mifflin County School District benchmark on
which the assessment task will focus?
10.4 A, B, C, E, and F
10.5 A, B, C, D, E, F
|
2. Write the title of the assessment task which will engage
students in demonstrating this benchmark. Describe the task.
Co-operating Activities
ie: Scooter, Parachutes, Jump Ropes
|
3. What observable and measurable performance criteria will
be used to judge what students know and/or can do?
Rubric
|
4 .
Design a rubric or checklist to assess the task. Indicate the
criteria needed for mastery. Attach to this sheet.
|
|
(Rubric) |
|
Co-operating Activities
|
O
done correctly all
the time |
S
done correctly most of the time |
N
chooses not to/doesn’t do correctly |
|
Follow verbal commands
|
|
|
|
|
Correct use of equipment |
|
|
|
|
Participation
|
|
|
|
|
Maintain class safety during
activity
|
|
|
|
|
Back to Top
K - 2 Framework for Assessment Tasks
| Designed by |
Subject: Physical Education |
- Dorthy L. Fisher
- Lewis E. Wagner
- Raymond L. Dillon
- David L. Quay
- Jared L. Wagner
|
Standard: Health and Physical Education
Level: Grades K-2 |
1. What is the Mifflin County School District benchmark on
which the assessment task will focus?
10.4 A, B, E, and F
10.5 A, B, C, D, E, F
|
2. Write the title of the assessment task which will engage
students in demonstrating this benchmark. Describe the task.
Manipulatives
Throwing, Catching, Kicking, Dribbling, Striking, Rolling
|
3. What observable and measurable performance criteria will
be used to judge what students know and/or can do?
Rubric
|
4. Design a rubric or checklist to assess the task.
Indicate the criteria needed for mastery. Attach to this
sheet. Checklist for each manipulative.
|
| |
Successful |
Needs Improvement |
|
Throwing
- Stand sideways
- Step with opposite foot / toes to target
- Proper arm position
- Proper arm movement
- Follow through to target
|
|
|
|
Catching
- Proper hand position
- Eyes follow object to hands
- Close fingers/hands to grasp object
|
|
|
|
Kicking
- Proper foot placement
- Keep head down/eyes on object
- Follow through
|
|
|
|
Dribbling/foot
- Proper foot contact with ball
- Choosing proper foot
- Visual awareness
- Applying appropriate force
|
|
|
|
Dribbling/hand
- Proper hand contact with ball
- Choosing proper hand
- Visual awareness
- Applying appropriate force
|
|
|
|
Striking
- Maintain eye contact with object
- Contact object in proper position
- Follow through
|
|
|
|
Rolling
- Step with opposite foot
- Knees bent
- Proper body positioning
- Pendulum swing
- Eyes on target
- Follow through
|
|
|
|
Back to Top
K - 2 Framework for Assessment Tasks
| Designed by |
Subject: Physical Education |
- Dorthy L. Fisher
- Lewis E. Wagner
- Raymond L. Dillon
- David L. Quay
- Jared L. Wagner
|
Standard: Health and Physical Education
Level: Grades K-2 |
1. What is the Mifflin County School District benchmark on
which the assessment task will focus?
10.4 A, B, C, E, and F
10.5 A, B, C, D, F
|
2. Write the title of the assessment task which will engage
students in demonstrating this benchmark. Describe the task.
Non-locomotor Skills
Twisting, bending, swaying, stretching, turning, swinging
|
3. What observable and measurable performance criteria will
be used to judge what students know and/or can do?
Rubric
|
4 .
Design a rubric or checklist to assess the task. Indicate the
criteria needed for mastery. Attach to this sheet.
|
|
(Rubric) |
|
Non-Locomotor Skills |
O
done correctly all
the time |
S
done correctly most
of the time |
N
chooses not
to/doesn’t do
correctly |
|
Maintain balance
|
|
|
|
|
correct arm movement & foot placement to help with
balance |
|
|
|
|
Participation
|
|
|
|
|
Back to Top
Back to top |
