CREATING RUBRICS FOR PHYSICAL EDUCATION

Lund, J.L. (2000)

Assessen! Se"#es $%&2 P'(s#)*+ Edu)*!#,n
-'*! *"e RUBRICS.
!'e /"u+es/ 0," "e1u+*!#n1 e23e)!ed s!uden! 3e"0,"*n)e
4 !'e /es!*5+#s'ed 1u#de+#nes/ 0," !',se e6*+u*!#n1 !'e 3e"0,"*n)e
4 * /",*d *3/ !'*! 1u#des s!uden!s !, !'e#" des!#n*!#,n
4 !'e /3u5+#)*!#,n/ ,0 )"#!e"#* 0," 3e"0,"*n)e
-'*! *"e !'e 3u"3,ses ,0 RUBRICS.
de0#nes e2)e++en)e
4 'e+3s !e*)'e"s 3+*n ',7 s!uden!s )*n *)'#e6e e2)e++en)e
4 *+#1ns !'e )"#!e"#* *nd #ns!"u)!#,n*+ ,58e)!#6e
4 ),un#)*!es !'e de1"ee !, 7'#)' * s!uden! '*s *)),3+#s'ed !'e #ns!"u)!#,n*+ ,58e)!#6e
4 *9es !'e s),"#n1 ,0 3e"0,"*n)e ,"e *))u"*!e *nd ),ns#s!en!
4 d,)uen!s !'e 3",)edu"e used #n *9#n1 8ud1een!s *5,u! s!uden! 3e"0,"*n)e
-'*! !e"s *"e *ss,)#*!ed 7#!' RUBRICS.
s),"#n1 )"#!e"#*
4 +e6e+s ,0 3e"0,"*n)e
4 3",)ess )"#!e"#* (3e"0,"*n)e *ssessen!)
3",du)! )"#!e"#* (!"*d#!#,n*+ *ssessen!)
1ene"*+#:ed "u5"#)
Criteria Never
0
Sometimes
1
Usually
2
Always
3
1. Calls for the implement when
appropriate (communicates with teammates).
2. Uses the correct sill at the correct time.
3. !emonstrates the correct court position when on offense.
". !emonstrates the correct court position when on #efense.
$. %fficiates (calls ins an# outs) usin&principles of fair play.
!*s9%s3e)#0#) "u5"#)
Name
Chec (') to in#icate which of the critical elements are ()*S*N+.
,A!-.N+%N %/*)0*A! C1*A)
1. )ea#y position 2 3uic feet to position.
2. Shoul#ers perpen#icular to net.
3. *arly rac3uet preparation.
". Contact of rac3uet an# shuttlecoc at arms reach a4ove hea#.
$. Snap of wrist on contact.
5. ,alance# follow2throu&h
-'*! !(3es ,0 RUBRICS e2#s!.
&. CHEC$LIST RUBRICS
4 *"e !'e )"#!e"#* 3"esen! ," *5sen!.
4 n, *!!e3! *de !, de!e"#ne !'e de1"ee ,0
!'e ;u*+#!( ,0 !'e )"#!e"#*
4 * 1,,d 0,"*!#6e *ssessen! !,,+
4 s#3+e !, des#1n
Creating Rubrics
2
%verhan# +hrowin& an# Catchin&
Name
Chec (') an# list the #ate to in#icate which of the critical elements are ()*S*N+.
%verhan# +hrow
1. Contra2lateral step.
2. !ifferential trun rotation.
3. *l4ow fle6e#7 away from 4o#y7 an# e6ten#e# on 4ac swin&.
Catch
1. *l4ows are fle6e# in preparation to catch.
2. 0an#s a#8ust to the fli&ht of the 4all.
3. Contact is ma#e with han#s an# fle6e# el4ows.
". 9orce of the 4all is a4sor4e# 4y the han#s an# arms.
(erformance !efinitions
(resent 2 !emonstrate# in -%)* than half of the stu#ent:s attempts in in#ivi#ual sill #rill;tas.
A4sent 2 !emonstrate# in 1*SS than half of the stu#ent:s attempts in in#ivi#ual sill #rill;tas.
9i&ure 1. Checlist ru4ric for assessin& the critical elements of the overhan# throw an# catch (#esi&ne# for
2
n#
&ra#ers< encompasses =yomin& (* >ra#es ?2" CS17 ,2).
1ocomotion an# (athways
Name
Chec (') @*S if the learner can #o it7 N% if the learner cannot.
@*S N%
1. Sip wi#th of &ym in a strai&ht path.
2. >allop the wi#th of the &ym in a strai&ht path.
3. =al in a strai&ht path7 curve# path7 an# Ai&Aa& path.
". )un in a strai&ht path7 curve# path7 an# Ai&Aa& path.
$. Sli#e the wi#th of the &ym in a strai&ht path.
(erformance !efinitions
(resent 2 !emonstrate# in -%)* than half of the stu#ent:s attempts in in#ivi#ual sill #rill;tas.
A4sent 2 !emonstrate# in 1*SS than half of the stu#ent:s attempts in in#ivi#ual sill #rill;tas.
9i&ure 2. Checlist ru4ric for assessin& locomotion an# pathways (#esi&ne# for1
st
&ra#ers< encompasses
=yomin& (* >ra#es ?2" CS17 ,1B").
,a#minton %verhea# Clear
Name
Chec (') to in#icate which of the critical elements are ()*S*N+.
1. )ea#y position 2 3uic feet to position.
2. Shoul#ers perpen#icular to net.
3. *arly rac3uet preparation.
". Contact of rac3uet an# shuttlecoc at arms reach a4ove hea#.
$. Snap of wrist on contact.
5. ,alance# follow2throu&h
(erformance !efinitions
(resent 2 !emonstrate# in -%)* than half of the stu#ent:s attempts in sin&les &ame play.
A4sent 2 !emonstrate# in 1*SS than half of the stu#ent:s attempts in sin&les &ame play.
9i&ure 3. Checlist ru4ric for assessin& the critical elements of the overhea# clear in 4a#minton
(#esi&ne# for 8unior an# senior hi&h learners< encompasses =yomin& (* >ra#e 11 CS17 ,1).
2. POINT SYSTE< RUBRICS
4 3,#n!s *ss#1ned !, )"#!e"#*
4 n, *!!e3! *de !, de!e"#ne !'e de1"ee ,0 !'e ;u*+#!( ,0 !'e )"#!e"#*
Creating Rubrics
3
4 * 1,,d 0,"*!#6e *ssessen! !,,+
4 s#3+e !, des#1n
9itness +estin&
Name
Chec (') to in#icate which of the tass are C%-(1*+*.
9itness +estin& (10 points)
1. Sit2ups in one minute (2 points)
2. %ne2mile run (" points)
3. 9le6e# arm han&;pull2ups (2 points)
". Sit an# )each (2 points)
$. ,o#y 9at (optional)
9itness 1o& ("0 points)
1. Calculate tar&et heart rate (2 points)
2. Nee#s analysis (3 points)
3. (lan for improvement ($ points)
". Chart for recor#in& wor #one ($ points)
$. Complete# chart an# worout lo& (1$ points)
5. =eely 8ournal entries (1$ points)
+%+A1 (%.N+S
(erformance !efinitions
Complete 2 +ass are complete# as #escri4e# on the han#outs.
.ncomplete 2 %ne (or more) component of the tas is incomplete.
9i&ure ". (oint system checlist ru4ric for a fitness portfolio (#esi&ne# for 8unior an# senior hi&h learners<
encompasses =yomin& (* >ra#e 11 CS27 ,12$).
=. ANALYTIC RUBRICS ("*!#n1 s)*+es)
us! *9e * 8ud1een! *5,u! !'e ;u*+#!( ,0 !'e )"#!e"#*
4 us! de!e"#ne !'e e2!en! !, 7'#)' e*)' d#ens#,n #s 3"esen!
4 !'"ee ," ,"e +e6e+s ,0 3e"0,"*n)e us! 5e #den!#0#ed *nd
de0#ned
H,7 <*n( Le6e+s...
4 "e+#*5#+#!(
4 *n*1e*5#+#!(
-'*! '*33ens 7'en > ,0 +e6e+s #n)"e*ses.
4 d#00e"en)es 5e!7een de)"e*se
4 *1"eeen! 5e!7een s),"e"s #n)"e*ses
nu5e"s *"e used !, e6*+u*!e +e6e+ ,0 3e"0,"*n)e
Small2si#e# >ame (lay in /olley4all
Name Chec (') to in#icate level of performance met.
Criteria;Components;Concepts 1 2 3 "
1. Calls for the 4all when appropriate
(communicates with teammates).
2. Uses the correct sill at the correct
time.
Creating Rubrics
4
3. !emonstrates the correct court
position when on offense.
". !emonstrates the correct court
position when on #efense.
$. %fficiates (calls ins an# outs) usin&
principles of fair play.
1evels of (erformance
" 2 Criterion #emonstrate# C$DE in small2si#e# &ame play.
3 2 Criterion #emonstrate# -%)* than half of the time in small2si#e# &ame play.
2 2 Criterion #emonstrate# in 1*SS than half of the time in small2si#e# &ame play.
1 2 !oesn:t #emonstrate criterion in small2si#e# &ame play
9i&ure $. Fuantitative analytic ru4ric for 2 versus 2 or 3 versus 3 volley4all &ame play (#esi&ne# for
mi##le or 8unior hi&h learners< encompasses =yomin& (* >ra#e G CS17 ,123< CS37 ,2).
9air (lay in Small2si#e# or 9ull >ame (lay
Assessor Name of (layer;+eam
Assess the &ame eti3uette #emonstrate# 4y the player(s). Circle the most appropriate response for each criterion.
1. *ncoura&es others (says thin&s lie nice shot7 &oo# hustle7 etc.). 1 2 3 " $
2. =ins or loses &racefully (#oesn:t throw temper tantrums< shaes 1 2 3 " $
opponent:s han#s after the &ame).
3. ,oth partners on the team playe# e3ually (one person #i#n:t ho&
the court an# try to #ominate play). 1 2 3 " $
". Correct calls were ma#e< they #i#n:t attempt to cheat. 1 2 3 " $
$. Courteous to others (we really en8oye# playin& the other team
4ecause they were so nice). 1 2 3 " $
1evels of (erformance
1 Stu#ent never #emonstrates criterion.
2 Stu#ent #emonstrates criterion in less than $0D of the opportunities presente#.
3 Stu#ent #emonstrates criterion in more than $0D of the opportunities presente#7 4ut less than C$D.
" Stu#ent #emonstrates criterion in more than C$D of the opportunities presente#7 4ut less than 100D.
$ Stu#ent always #emonstrates criterion.
9i&ure 5. Fuantitative analytic ru4ric for fair play in &ame play (#esi&ne# for mi##le7 8unior7 an# senior
hi&h learners< encompasses =yomin& (* G B 11 CS37 ,12").
7,"ds *"e used !, e6*+u*!e +e6e+ ,0 3e"0,"*n)e
Creating Rubrics
5
!ri44lin& with 9eet
Assess each criterion accor#in& to the specific levels of performance (a#vance#7 proficient7 an# partially proficient). )ecor#
on class list.
Criteria an# 1evels of (erformance
1. +aps 4all so that it stays within three or four feet of self.
A#vance# (erformanceH Always taps 4all so that it stays within three or four feet of self (tap2tap).
(roficient (erformanceH Sometimes taps 4all so that it stays within three or four feet of self (tap2tap).
(artially (roficient (erformanceH !oes not tap 4all so that it stays within three or four feet of self (tap2tap).
2. Uses insi#e an# outsi#e of feet.
A#vance# (erformanceH Always uses the insi#e an# outsi#e of the feet 222 left an# ri&ht 222 to tap the 4all (insi#e;outsi#e).
(roficient (erformanceH Sometimes uses the insi#e an# outsi#e of the feet 222 left an# ri&ht 222 to tap the 4all
(insi#e;outsi#e).
(artially (roficient (erformanceH !oes not use the insi#e an# outsi#e of the feet 222 left an# ri&ht 222 to tap the 4all
(insi#e;outsi#e).
3. 1oos forwar# more than #own.
A#vance# (erformanceH Always has eyes looin& forwar# (eyes2up).
(roficient (erformanceH Sometimes has eyes looin& forwar# (eyes2up).
(artially (roficient (erformanceH !oes not have eyes looin& forwar# (eyes2up).
". .#entifies the three sill cues.
A#vance# (erformanceH A4le to ver4ally i#entify all three sill cues correctly.
(roficient (erformanceH A4le to ver4ally i#entify two of the three sill cues correctly.
(artially (roficient (erformanceH A4le to ver4ally i#entify less than two of the three sill cues correctly.
9i&ure C. Fuantitative analytic ru4ric for #ri44lin& a 4all with your feet (#esi&ne# for secon# &ra#ers< encompasses =yomin& (* ?2" CS17
,2).
S+U!*N+ )*C%)! 9%)-
!ri44lin& with 9eet
Name of Stu#ents 1 2 3 "
,ichette7 !ante
-c>uire7 -ar
Sosa7 Sammy
/au&hn7 -o
=aler7 1arry
etc.
1e&en#
A#vance# (erformance I A(< (roficient (erformance I ((< (artially (roficient (erformance I (((
Aero4ic *n#urance
Criteria
1. -onitors an# recor#s heart rate accurately.
2. .#entifies pictures reflectin& aero4ic en#urance from a set of pictures that inclu#es all five components of physical fitness.
3. A4le to sustain an aero4ic activity while remainin& in tar&et heart rate Aone for five continuous minutes.
1evels of (erformance
A#vance# (erformanceH %4serva4le in more than C$D of trials.
(roficient (erformanceH %4serva4le in 502C$D of trials.
(artially (roficientH %4serva4le in less than $0D of trials.
9i&ure G. Fualitative analytic ru4ric for aero4ic en#urance (#esi&ne# for 2
n#
&ra#ers< encompasses =yomin& (* ?2" CS27 ,17 37 B ").
Creating Rubrics
6
(ersonal an# Social !evelopment
Criteria
1. !emonstrates safety principles in activity settin&s.
2. 9ollows rules7 proce#ures7 an# eti3uette specific to participatin& in the &ymnasium;on the fiel#.
3. A4le to wor with a partner to achieve a specific tas;&oal (cooperation).
1evels of (erformance
*6cee#in&H Always o4serva4le
Accomplishe#H %4serva4le C$D of the time
!evelopin&H %4serva4le $0D of the time
*mer&in&H %4serva4le less than $0D of the time
9i&ure J. Fualitative analytic ru4ric for personal an# social #evelopment (#esi&ne# for &ra#es 12"< encompasses =yomin& (* ?2" CS37 ,2
").
Space Awareness an# +ravelin&
Criteria
1. !ifferentiates travelin& in &eneral space from travelin& in self space when specifie#.
2. !emonstrates travelin& in the correct #irection when specifie#.
3. !emonstrates travelin& at the correct level when specifie#.
". !emonstrates travelin& in the correct pathway when specifie#.
$. !emonstrates travelin& in the correct e6tension when specifie#.
1evels of (erformance
*6cee#in&H Always o4serva4le
Accomplishe#H %4serva4le C$D of the time
!evelopin&H %4serva4le $0D of the time
*mer&in&H %4serva4le less than $0D of the time
9i&ure 10. Fualitative analytic ru4ric for space awareness while travelin& (#esi&ne# for in#er&artners< encompasses =yomin& (* ?2"
CS17 ,1 B ").
*ffort =hile +ravelin&
Criteria
1. !emonstrates travelin& to time (fast2slow) when specifie#.
2. !emonstrates travelin& with force (stron&2li&ht) when specifie#.
3. !emonstrates travelin& with flow (4oun#2free) when specifie#.
1evels of (erformance
*6cee#in&H Always o4serva4le
Accomplishe#H %4serva4le C$D of the time
!evelopin&H %4serva4le $0D of the time
*mer&in&H %4serva4le less than $0D of the time
9i&ure 11. Fualitative analytic ru4ric for effort while travelin& (#esi&ne# for ?2" learners< encompasses =yomin& (* ?2" CS17 ,").
)elationships with %48ects
Criteria
1. !emonstrates the relationship of over2un#er when specifie#.
2. !emonstrates the relationship of on2off when specifie#.
3. !emonstrates the relationship of near2far when specifie#.
". !emonstrates the relationship of in front24ehin# when specifie#.
$. !emonstrates the relationship of alon&2throu&h when specifie#.
5. !emonstrates the relationship of meetin&2partin& when specifie#.
C. !emonstrates the relationship of surroun#in& when specifie#.
G. !emonstrates the relationship of aroun# when specifie#.
J. !emonstrates the relationship of alon&si#e when specifie#.
1evels of (erformance
A#vance# (erformanceH %4serva4le in G02100D of trials
(roficient (erformanceH %4serva4le in $0D of trials
(artially (roficientH %4serva4le in less than $0D of trials
9i&ure 12. Fualitative analytic ru4ric for relationships with o48ects (#esi&ne# for ?2" learners< encompasses =yomin& (* ?2" CS17 ,").
Creating Rubrics
7
=. HOLISTIC RUBRICS ("*!#n1 s)*+es)
us! *9e * 8ud1een! *5,u! !'e ;u*+#!( ,0 ALL )"#!e"#* s#u+!*ne,us+(
4 !'"ee ," ,"e +e6e+s ,0 3e"0,"*n)e us! 5e #den!#0#ed
4 !'e )"#!e"#* *"e ),5#ned #n!, 3*"*1"*3's
4 us! 9n,7 su58e)! *!!e" ?ERY -ELL
0olistic )u4ric for ,a#minton >ame (lay
1evel 9our
Stu#ent e6ecutes all shots tau&ht with &oo# form7 usin& near flawless shot selection. Shot an# serve selections are
mi6e# to avoi# anticipation 4y the opponent. Shots are place# away from the opponent. Anticipates opponentKs shot
when possi4le. Stu#ent moves to cover the entire court7 consistently tryin& to return to a LhomeM position. =ei&ht is
4alance# e3ually on the 4alls of the feet to allow for 3uic movement. Stu#ent uses correct footwor to move to all
shots7 arrivin& in time an# in control. Communication with partner is evi#ent. *fforts 4etween the two are
coor#inate# an# appropriate. ,oth cover own court area with no attempt to play the otherKs position. Stu#ent
thorou&hly nows an# un#erstan#s all rules of the &ame7 usin& them in strate&ic ways (e.&.7 settin& the score). Can
answer any 3uestion when ase#. Calls shots honestly an# fairly. )eco&niAes &oo# play from others7 4oth partner
an# opponent.
1evel +hree
Stu#ent utiliAes most shots Npresente# in class at appropriate times with &oo# form. Uses correct footwor an# is
usually in position to play shots. Shows some anticipation of the opponentKs shot. Stu#ent covers the court7 &enerally
attemptin& to return to a LhomeM position. =ei&ht is usually on the 4alls of the feet so stu#ent can move 3uicly.
Uses 4oth short an# lon& serves with some variation to avoi# anticipation 4y the opponent. Use of strate&y to #efeat
the opponent is evi#ent as shots are hit to open places on the court. Communicates with partner7 worin& with
him;her to cover the court while not #ominatin& it. Shows evi#ence of cooperation an# teamwor. Stu#ent &enerally
shows evi#ence of nowin& an# applyin& the rules. Servin& or#er an# rotation are correct. Usually employs rules to
his;her a#vanta&e an# can answer most 3uestions when ase#. )eco&niAes &oo# play 4y others. Calls shots honestly
an# fairly.
1evel +wo
Stu#ent uses several of the shots presente#7 4ut not always at the appropriate time. Some form 4reas are apparent<
however7 form is mostly correct. Stu#ent covers court 4ut occasionally fin#s him;herself out of position. Shiftin&
wei&ht to the 4alls of the feet may 4e necessary 4efore he;she can move to the shot. Stu#ents attempt to return to a
LhomeM position 4ut may not always &et there. 1imite# attempts to anticipate opponentKs return shot. Stu#ent
#emonstrates several elements of correct form to e6ecute 4oth lon& an# short serves 4ut #oes commit some errors.
Stu#ent varies the use of serves7 &ivin& some attention to where the opponent is positione#. Uses some strate&y to
#efeat an opponent7 hittin& shots to open places on the court. Communicates with partner an# #emonstrates some
evi#ence of worin& with partner to cover the court. -ay occasionally #ominate the court rather than worin&
harmoniously with partner. Stu#ent show evi#ence of nowin& the rules< however7 #oes mae some errors when
answerin& 3uestions. +ries to con&ratulate others on &oo# play. Calls shots honestly an# fairly.
1evel %ne
Stu#ent relies on 1 or 2 shots for the entire &ame. .ncorrect form causes shots to 4e misplace# or ineffective. !oes
not move followin& a shot7 main& it #ifficult to 4e in position to play an opponentKs return. (arts of the court are left
uncovere# at times. =ei&ht is 4ac on the heels7 main& it #ifficult to reach opponentKs shot. LreachesM to play shots
rather than movin& in to proper position. Uses pre#ominately one serve an# occasionally may have form 4reas.
!oes not loo at opponent when #eci#in& which type of serve or shot to use. 0its shots #irectly 4ac to opponent so
that they are easy to return. 1ittle communication with partner an# little evi#ence of teamwor. At times7 4oth may
attempt to play the shot. Stu#ent is unfamiliar with rules. !epen#s on opponents or partner to tell him;her what to
#o. .s unsure of servin& or#er an# rotation. .ncorrect calls may result from incomplete nowle#&e of the rules or poor
eti3uette.
9i&ure 13. 0olistic ru4ric for 4a#minton &ame play (#esi&ne# for hi&h school learners< encompasses =yomin& (* 11 CS17 ,123<
CS37 ,1 B 2).
HOLISTIC RUBRIC
FOR
2 avera&e7 satisfactory7 apprentice7 #evelopin&
a written wor complete#
4 routine OalmostO memoriAe#
c $ #ri44lin&;4all2han#lin& sills;trics
Creating Rubrics
8
BALL%HANDLING@DRIBBLING
# remaine# in self2space
e minimal contri4ution to &roup effort
" e6cellent7 proficient7 #istin&uishe#7 e6cee#in&
a written wor complete#
4 routine memoriAe#
c C or more #ri44lin&;4all2han#lin& sills;trics
# com4ination of travelin& an# #ri44lin&
e positive contri4ution to &roup effort
f touch of creativity
1 nee#s improvement7 novice7 emer&in&
a written wor 2 minimum completion
4 remin#ers necessary
c fewer than $ #ri44lin&;4all2han#lin& sills;trics
# remaine# in self2space
e no contri4ution to &roup effort
3 a4ove avera&e7 competent7 proficient7 accomplishe#
a written wor complete#
4 routine memoriAe#
c $ #ri44lin&;4all2han#lin& sills;trics
# some travelin&
e positive contri4ution to &roup effort
0 incomplete
a written wor 2 incomplete
4 no se3uence of events
c una4le to repeat routine
# no contri4ution to &roup effort
9i&ure 1". 0olistic ru4ric for #ri44lin&;4all han#lin& routine (#esi&ne# for &ra#es 22"< encompasses =yomin& (* ?2" CS17 ,2 B 3< CS37
,2).
RECORD FOR<A ON%GOING ASSESS<ENT
B*++ H*nd+#n1@D"#55+#n1 R,u!#ne
+eacher CommentsH
a written wor complete#
4 num4er of sills;trics
c routine memoriAe#
# travelin& an# #ri44lin&
e contri4ution to &roup
f touch of creativity
Creating Rubrics
9
CREATING RUBRICS
SA<PLEA S*++%s#ded ?,++e(5*++ G*e P+*( (= 6s. =)
B
!'
1"*de"s
STEPS TO FOLLO-
&. ?#su*+#:e S!uden! Pe"0,"*n)e ,"
!'e E23e)!ed P",du)!
4 n*"",7 ),u"!
4 ,ne u3 *nd !7, 5*)9
4 !7, 1*es 3e" ),u"! (&2 3+*(e"s)
4 se"6#n1, 3*ss#n1, se!!#n1, s3#9#n1
4 3*ss, se!, s3#9e % = '#!s
4 +ess !'*n 2 '#!s #++e1*+
4 0",n! ",7 3+*(e" C 5+,)9e" *nd se!!e"
4 5*)9 ",7 3+*(e"s C d#11e"s *nd '#!!e"s
4 !e*7,"9
4 s3,"!s*ns'#3
2. $e( P,#n!s@C"#!e"#*@Des)"#3!,"s
4 ),""e)! s9#++ *! !'e ),""e)! !#e se"6e%0,"e*" 3*ss%se!%
s3#9e
4 !e*7,"9 de,ns!"*!e !'"ee '#! 6,++e(5*++
4 de0ense 0",n! ",7 3+*(e" 5+,)9#n1 5*)9 ",7 3+*(e"s #n d#11#n1 3,s#!#,n
4 0*#" 3+*( *))e3!#n1 ,!'e" !e*Ds ,00#)#*!#n1 )*++s
(#ns *nd ,u!s)
=. Le6e+s ,0 Pe"0,"*n)e
4 ',7 *n( +e6e+s.
4 us! ),ns#de" '#1' E % % % F +,7 3e"0,"*n)e +e6e+s
Ad6*n)edA G A+7*(s O5se"6*5+e (&00H)
P",0#)#en!A = O5se"6*5+e <,s! ,0 !'e T#e (IJH 3+us)
P*"!#*++( PA 2 O5se"6*5+e H*+0 ,0 !'e T#e (J0H 3+us)
N,! PA & O5se"6*5+e E H*+0 ,0 !'e T#e
G. S!*nd*"ds *nd Ben)'*"9s
4 S!*nd*"d &, Ben)'*"9s & *nd =
4 S!*nd*"d =, Ben)'*"9s 2 *nd =
J. Re0#ne !'e Ru5"#)
4 '*6e * 3ee" "e6#e7 #!
4 d#s)uss #! 7#!' (,u" s!uden!s
K. /T"(%,u!/ !'e Ru5"#) 7#!' Le*"ne"s
I. Re6#se !'e Ru5"#) A0!e" Us#n1
Creating Rubrics
10
Re),"d F," 0," ?B = 6s. = G*e P+*(
correct sill at
the correct time
3 hit volley4all
(teamwor)
correct position
on #efense
fair play
(officiatin&)
NA-* 1 2 3 1 2 3 1 2 3 1 2 3
etc.
1evels of (erformance
A#vance# (")H Always o4serva4le (100D)
(roficient (3)H %4serva4le -ost of the +ime (C$D)
(artially ( (2)H %4serva4le 0alf of the +ime ($0D)
.ncomplete (1)H %4serva4le P 0alf of the +ime
Stan#ar#s an# ,enchmars
(*G.S1.,173
(*G.S3.,273
CREATING RUBRICS
SA<PLEA D"#55+#n1 * B*++ 7#!' One H*nd
2nd 1"*de"s
STEPS TO FOLLO-
&. ?#su*+#:e S!uden! Pe"0,"*n)e ,"
!'e E23e)!ed P",du)!
d"#55+#n1 7'#+e !"*6e+#n1 #n 1ene"*+ s3*)e us#n1 *
*!u"e 3*!!e"n
2. $e( P,#n!s@C"#!e"#*@Des)"#3!,"s
B*s#) C"#!#)*+ Cues % 1,*+ #s !'e *!u"e 3*!!e"n
4 3*ds, 3*ds, 3us', 3us'
4 7*#s! '#1'
4 9nees 5en!
4 '*nd ,n !,3
4 0,"7*"d@5*)97*"d s!*n)e
4 'e*d u3@e(es 0,"7*"d
D"#55+#n1 *nd T"*6e+#n1 % 1,*+ #s !, ),n!",+ !'e 5*++ *nd
5,d( 7'#+e !"*6e+#n1
4 5*++ )+,se !, 5,d(
4 5*++ !, !'e s#de@0",n!
4 '*nd 5e'#nd 5*++
4 5*++ *7*( 0", ,!'e"s (+e0! *nd "#1'! '*nd, )",ss%,6e")
Creating Rubrics
11
$n,7+ed1e ,0 C"#!#)*+ S9#++ Cues
Se+e)!ed
0#n1e" 3*ds
4 '*nd ,n !,3@5e'#nd
4 7*#s! +e6e+
4 'e*d u3@e(es 0,"7*"d
4 9n,7+ed1e ,0 s9#++ )ues
=. Le6e+s ,0 Pe"0,"*n)e
4 ',7 *n( +e6e+s.
4 us! ),ns#de" '#1' E % % % F +,7 3e"0,"*n)e +e6e+s
Ad6*n)edA G O5se"6*5+e A+,s! A+7*(s (L0H)
P",0#)#en!A = O5se"6*5+e <,s! ,0 !'e T#e (IJH 3+us)
P*"!#*++( PA 2 O5se"6*5+e H*+0 ,0 !'e T#e (J0H 3+us)
N,! PA & O5se"6*5+e E H*+0 ,0 !'e T#e
G. S!*nd*"ds *nd Ben)'*"9s
4 S!*nd*"d &, Ben)'*"9s 2 *nd G
J. Re0#ne !'e Ru5"#)
4 '*6e * 3ee" "e6#e7 #!
4 d#s)uss #! 7#!' (,u" s!uden!s
5. O+ry2outO the )u4ric with 1earners
C. )evise the )u4ric After Usin&
!ri44lin& with %ne 0an#
Assess each criterion accor#in& to the specific levels of performance (a#vance#7 proficient7 partially proficient7 incomplete).
)ecor# on class list.
+as
!ri44le un#er control while movin& in &eneral space.
Criteria an# 1evels of (erformance
1. Uses 9in&er (a#s
2. 0an# on +op;,ehin#
3. =aist 1evel
". 0ea# up;*yes 9orwar#
A#vance# (")H %4serva4le almost always (G0DE)
(roficient (3)H %4serva4le most of the time (C$D)
(artially (roficient (2)H %4serva4le half of the time ($0D)
.ncomplete (1)H %4serva4le P half of the time
$. ?nows sill cues.
A#vance# (")H A4le to ver4ally i#entify all four sill cues correctly.
(roficient (3)H A4le to ver4ally i#entify three of the four sill cues correctly.
(artially ( (2)H A4le to ver4ally i#entify two of the four sill cues correctly.
.ncomplete (1)H A4le to i#entify one or none of the four sill cues correctly.
Stan#ar#s an# ,enchmars
(*G.S1.,27"
!ri44lin& with %ne 0an#
Creating Rubrics
12
9in&er (a#s 0an# on +op 0ea# up Sill Cues
NA-*S 1 2 3 1 2 3 1 2 3 1 2 3
etc.
HINTS TO <A$E THE PROCESS <ORE <EANINGFUL
&. *!)' "u5"#) !, s!*!e s!*nd*"ds *nd 5en)'*"9s
2. e23e)! !, "e6#se
=. es!*5+#s' )"#!e"#* *nd 3e"0,"*n)e s!*nd*"ds *)),"d#n1 !,
!'e +#!e"*!u"e
G. 0#"s! 3",)ess, !'en 3",du)!
J. s'*"e, 5,"",7, ),++*5,"*!e
K. de!e"#ne * )u! s),"e !, #nd#)*!e * +e*s! +e6e+ ,0
3e"0,"*n)e
I. '*6e s!uden!s 'e+3 7"#!e "u5"#)s
ISSUES AND CONCERNS
?*+#d#!(
De1"ee !, 7'#)' ,ne #s e*su"#n1 7'*! ,ne 5e+#e6es 'e@s'e #s e*su"#n1
Re+#*5#+#!(
De1"ee ,0 ),ns#s!en)( 7#!' 7'#)' !'e * e*su"#n1 #ns!"uen! 0un)!#,ns
T,, <*n( C"#!e"#*
I3*)!s !'e s),"e"Ms *5#+#!( !, 8ud1e ),ns#s!en!+(
B#*s #n G"*d#n1
C*n 5e "edu)ed 5( 7"#!#n1 )"#!e"#* *nd 3e"0,"*n)e +e6e+s e23+#)#!+(