Rubrics

Rubrics are essential  to any classroom evaluation.  Rubrics are a sort of scoring guide for assessment that may be subjective; however, they are also used to provide a clear cut explanation to why a student achieves a certain grade in any subject matter.  It is important to be able to explicitly assess a student’s performance by evaluating their work and by providing feedback.  Furthermore, rubrics definitely help come parent-teacher time when as a teacher, you can easily explain to one’s parent why one student achieved an “A” while their student only got a “B”.  Below are a couple of examples of rubrics, one with a letter grade/percentage system and the other one with a 1-4 point scale.  Remember that rubrics may be modified according to a classroom’s needs and a teacher’s point of view.

Standards	D     65-69	C     70-79	B     80-89	A     90-100
1.     Participate in physical activities.	Frequently fails to TRY!!!	Occasionally refuses to participate.	Willing tries all activities offered.	Willingly participates, seeks further challenge, and exhibits enjoyment of physical activities.
2. Maintain/Improve physical fitness.	Demonstrates deficiency in 3 or more components of health related fitness.	Demonstrates deficiency in two or more components of health related fitness.	Maintain a healthful level of most or all of 5 components of physical fitness.	Maintains and seeks to improve healthful levels of physical fitness through appropriate physical activity.
3.     Exhibit self-reliance, self-esteem, self-confidence.	Frequently refuses to take responsibility for actions.	Needs occasional reminders regarding acceptable behavior.	Demonstrates respect for self and others.	Leads by example: demonstrates respect; offers encouragement, seeks to solve problems.
4.     Demonstrate proficiency in skills.	Frequently shows lack of proficiency in development of age appropriate skills.	Occasionally shows lack of proficiency in development of age appropriate physical skills.	Shows proficiency in development of age appropriate physical skills.	Demonstrates proficiency in development of age appropriate physical skills in game situations.
5.     Apply knowledge in physical activity settings.	Demonstrates little understanding of rules, strategies, or movement cues.	Frequently unable to follow rules or apply strategies or movement cues.	Regularly applies knowledge of rules, strategies and cues in physical activity settings.	Consistently applies knowledge of rules, cues, and strategies, in physical activity.  Displays leadership.

 

CATEGORY	4	3	2	1
SKILL DEVELOPMENT     (assessment of a targeted skill/activity)	Student consistently demonstrates all basic components while performing a targeted skill.	Student consistently demonstrates most (>50%) basic components while performing a targeted skill.	Student demonstrates a lack of consistency in the basic components while performing a targeted skill.	Student demonstrates minimal consistency while performing the basic components of a targeted skill.
PERFORMANCE     (participation, effort, time on task)	Student actively participates in all aspects of class with maximum effort.	Student actively participates in all aspects of class with good effort.	Student demonstrates a lack of consistency of effort/participation in some aspects of class.	Student demonstrates minimal participation/   effort in class activities.
ASSESSMENT     (written/homework)	Student exhibits maximal knowledge to relate and explain all pertinent knowledge of targeted skill/topic in written/oral form.	Student exhibits above average knowledge to relate and explain all pertinent knowledge of targeted skill/topic in written/oral form.	Student exhibits adequate knowledge to relate and explain all pertinent knowledge of targeted skill/topic in written/oral form.	Student exhibits minimal knowledge to relate and explain all pertinent knowledge of targeted skill/topic in written/oral form.
SPORTSMANSHIP     (behavior/reaction before, during, and after activity)	Student consistently demonstrates a positive attitude, teamwork, and cooperation before, during, and after activity.	Student mostly demonstrates a positive attitude, teamwork, and cooperation before, during, and after activity.	Student demonstrates a lack of consistency in attitude, teamwork, and cooperation before, during, and after activity.	Student shows a minimal level of consistency in demonstrating a positive attitude, teamwork, and cooperation before, during, and after activity.