Performance-based Task and Assessment

FROM THE CLASSROOMS OF Teddy Davis, Robert Downey, and Mike Florio, Krista Harvey
CONTENT PE
GRADE 12

ESSENTIAL QUESTION, ISSUE, PROBLEM, or PROMPT How can I represent my high

school physical education experience?

STANDARDS
Content Standards: PE 1, 2, 3, 4, 5, 6, 7
Applied Learning Standards (SCANS): A1 – Problem Solving, A2-Communication,

PRIOR KNOWLEDGE Skills, rules, strategies, biomechanics, fitness and training,

socialization

NEW KNOWLEDGE Individual documentation of participation in physical activity, design of

an individual fitness plan, reflective essay on socialization

AUDIENCE Peer/Teacher

ROLE OF STUDENT Student/self

HIGHER ORDER THINKING SKILLS Analyze, synthesize, evaluate

PERFORMANCE-BASED TASK (extended work, culminating task)

As a senior at East Greenwich High School, you must create a portfolio to complete your state
physical education requirement. The portfolio should examine your learning in four years of
physical education at the high school level and reflect the seven national physical education
standards. The portfolio should include 1) A completed individualized fitness plan for use for
four weeks. 2) Documentation (signed note, certificate, photographs, videos, health club
attendance sheet, clippings, etc.) to demonstrate competency in at least three movement forms.
3) A reflective essay on “how physical education helped me learn about myself and others”
(minimum 2 pages).

PRODUCTS, PERFORMANCE
1. INDIVIDUALIZED FITNESS PLAN
2. DOCUMENTATION OF THREE ACTIVITIES (video, written proof, clippings, photos)
3. REFLECTIVE ESSAY

48605498.doc 12/26/10 © East Greenwich Public Schools

 Performance-based Task and Assessment
RUBRIC
CLASSROOMS OF Teddy Davis, Robert Downey, and Mike Florio
Content PE Grade 12
Performance Task How can I represent my high school physical education experience?

LEVELS PERSONAL FITNESS PLAN

4 Exceeds standards
• Develops a complete, accurate 4-week fitness plan with specific goals
• Accurately uses principles of progression, overload, and specificity
• Includes a variety of warm-up and cool-down exercises
• Skillfully applies FITT principles (Frequency, Intensity, Time, Type)
• Completely addresses all fitness components
• Includes three specific and/or creative activities for each component
• Results are easily measurable
3 Meets standards
• Develops a 4-week fitness plan with specific goals
• Uses principles of progression, overload, and specificity
• Includes warm-up and cool-down exercises
• Applies FITT principles (frequency, intensity, time, type)
• Addresses all fitness components (MS, ME, F, A. CV, BC)
• Includes three activities for each component
• Results are measurable
2 Emerging
• Develops an incomplete program with goals
• Uses some principles of progression, overload, and specificity
• Includes some warm-up and cool-down exercises
• Applies some FITT principles incorrectly
• Addresses most fitness components
• Includes less than three activities for each component
• Most results are measurable
1 Attempt made
• Develops an inadequate program with unclear goals
• Improperly uses principles of progression, overload, and specificity
• Includes improper or incorrect warm-up and cool down exercises
• Applies most FITT principles incorrectly
• Addresses few fitness components or does so incorrectly
• Includes less than 2 activities
• Most results are not measurable
0 Little or no attempt

Level 4 Exceeds standards - Indicates competence in all standards/benchmarks and exceptional performance in a few
Level 3 Meets standards - indicates general competence in all standards/benchmarks
Level 2 Emerging - Indicates general competence in most standards/benchmarks with difficulties in some
Level 1 Attempt made - Indicates difficulties in a majority of standards/benchmarks
Level 0 Little or no attempt

48605498.doc 12/26/10 © East Greenwich Public Schools

 Performance-based Task and Assessment

RUBRIC
CLASSROOMS OF Teddy Davis, Robert Downey, and Mike Florio
Content PE Grade 12
Performance Task How can I represent my high school physical education experience?

LEVELS DOCUMENTATION

4. Exceeds the standard

• Skillfully demonstrates proof of competency/in at least three movement forms
• Creatively organizes documentation in a logical way
• Presents information in a unique, neat, aesthetically pleasing form
• Uses a variety of documentation presented in a unified manner
• Uses technology
3. Meets the standard
• Demonstrates proof of competency in at least three movement forms
• Organizes documentation in a logical way
• Presents information in a neat aesthetically pleasing format
• Uses a variety of documentation
2. Emerging or developing
• Demonstrate proof of competency in a least 2 movement forms
• Organizes documentation in a somewhat logical way
• Presents information in a somewhat neat, aesthetically pleasing format
• Uses some variety of documentation
1. Attempt made but serious errors
• Demonstrates proof of competency in less than 2 movement forms
• Poorly organizes documentation
• Presents information in a disorganized, unpleasing manner
• Uses simplistic, inadequate documentation
0 Little or no attempt

Level 4 Exceeds standards - Indicates competence in all standards/benchmarks and exceptional performance in
a few
Level 3 Meets standards - indicates general competence in all standards/benchmarks
Level 2 Emerging - Indicates general competence in most standards/benchmarks with difficulties in some
Level 1 Attempt made - Indicates difficulties in a majority of standards/benchmarks
Level 0 Little or no attempt

48605498.doc 12/26/10 © East Greenwich Public Schools

 Performance-based Task and Assessment
RUBRIC

CLASSROOMS OF Teddy Davis, Robert Downey, and Mike Florio, Krista Harvey
Content PE Grade 12
Performance Task What have I learned about myself and others in physical education class?

Levels REFLECTIVE ESSAY Grades 9-12 2.6 (E2f)

4 • The writing presents an extremely well-developed concrete occasion or situation as the basis for reflection
(e.g., personal observation or experience).
• Reflective writing strategies (concrete details, compare/contrast, naming, describing and/or creating a
scenario) are employed in a sophisticated and articulate manner.
• Organization is cohesive and exhibits a clear pattern of continuity.
• The writing is compelling and actively engages the audience by establishing a strong context, creating a
distinct, and otherwise capturing reader interest.
• The conclusion provides a powerful sense of closure
3 • The writing successfully develops a concrete occasion or situation as the basis for reflection (e.g.,
personal observation or experience).
• Reflective writing strategies (concrete details, compare/contrast, naming, describing and/or creating a
scenario) are effectively employed.
• The essay is well-organized and particularly appropriate to purpose.
• The writing actively engages the audience by establishing a context, a persona, and capturing reader
interest.
• The conclusion provides a sense of closure.
2 • The writing attempts to develop a concrete occasion or situation as the basis for reflection (e.g., personal
observation or experience).
• Reflective writing strategies (concrete details, compare/contrast, naming, describing and/or creating a
scenario) are present but may be used ineffectively.
• The essay is generally organized, but contains some digressions and irrelevant information.
• The writing may fail to establish a context, create a persona, or otherwise develop reader interest.
• The conclusion may lack a sense of closure
1 • The writing fails to develop a concrete occasion or situation as the basis for reflection (e.g., personal
observation or experience).
• Reflective writing strategies (concrete details, compare/contrast, naming, describing and/or creating a
scenario) are not used.
• Organization is lacking and the essay contains digressions and/or irrelevant information.
• The writing does not establish a context, create a persona, or develop reader interest.
• The conclusion lacks a sense of closure
0 • Little or no Attempt

4. Exceeds Standard Indicates competence in all standards/benchmarks and exceptional performance in a few
3. Meets Standard Indicates general competence in all standards/benchmarks
2. Emerging Indicates general competence in most standards/benchmarks
1. Fair Indicates general competence in a majority of the standards/benchmarks
0 Poor Indicates no attempt

48605498.doc 12/26/10 © East Greenwich Public Schools

 Performance-based Task and Assessment

RUBRIC
CLASSROOMS OF Teddy Davis, Robert Downey, and Mike Florio
Content PE Grade 12
Performance Task How can I represent my high school physical education experience?

LEVELS
ORAL PRESENTATION (E3 and A2)
(TO PARTNER/SMALL GROUPS)
Exceeds the standard
4. • Organizes the presentation in a very logical way appropriate to audience (A2.1.1)
• Creatively adjusts the style of the presentation to suit its purpose and audience
(A2.1.2)
• Speaks very clearly and presents confidently (A2.1.3)
• Responds appropriately to questions from the audience (A2.1.4)
Meets the standard *
3. • Organizes the presentation in a logical way appropriate to audience (A2.1.1)
• Adjusts the style of the presentation to suit its purpose and audience (A2.1.2)
• Speaks clearly and presents confidently (A2.1.3)
• Responds appropriately to questions from the audience (A2.1.4)
Emerging or developing
2. • Organizes the presentation in a somewhat logical way appropriate to audience
(A2.1.1)
• Somewhat adjusts the style of the presentation to suit its purpose and audience
(A2.1.2)
• Speaks somewhat clearly (A2.1.3)
• Responds to some questions from the audience (A2.1.4)
Attempt made but serious errors
1. • Unable to organize the presentation in a logical way appropriate to audience (A2.1.1)
• Unable to adjusts the style of the presentation to suit its purpose and audience
(A2.1.2)
• Speaks unclearly (A2.1.3)
• Responds to little or no questions from the audience (A2.1.4)
0 No attempt

Level 4 Exceeds standards - Indicates competence in all standards/benchmarks and exceptional performance in a few
Level 3 Meets standards - indicates general competence in all standards/benchmarks
Level 2 Emerging - Indicates general competence in most standards/benchmarks with difficulties in some
Level 1 Attempt made - Indicates difficulties in a majority of standards/benchmarks
Level 0 Little or no attempt

48605498.doc 12/26/10 © East Greenwich Public Schools

 Performance-based Task and Assessment

48605498.doc 12/26/10 © East Greenwich Public Schools