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
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

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

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

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

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

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