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    Outcome Target Rubrics For Pe Physical Education Team Sports Badminton

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    This document provides rubrics for assessing student performance in team sports like badminton. The rubrics have 5 categories: 1) Precision, 2) Collaboration, 3) Planning, 4) Communication, and 5) Discernment. Each category has performance levels of Not Yet, Meeting Standard, and Exceeding Standard. The rubrics describe the skills, behaviors, and abilities students would demonstrate at each level. For example, in the Precision category at the Exceeding Standard level, the student demonstrates exceptional skills by utilizing all shots consistently and successfully to volley with opponents. In the Collaboration category at the Meeting Standard level, the student consistently works positively with classmates in both practice and games.

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    Outcome Target Rubrics For Pe Physical Education Team Sports Badminton

    Uploaded by

    api-245820768
    447 views4 pages
    This document provides rubrics for assessing student performance in team sports like badminton. The rubrics have 5 categories: 1) Precision, 2) Collaboration, 3) Planning, 4) Communication, and 5) Discernment. Each category has performance levels of Not Yet, Meeting Standard, and Exceeding Standard. The rubrics describe the skills, behaviors, and abilities students would demonstrate at each level. For example, in the Precision category at the Exceeding Standard level, the student demonstrates exceptional skills by utilizing all shots consistently and successfully to volley with opponents. In the Collaboration category at the Meeting Standard level, the student consistently works positively with classmates in both practice and games.

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    This document provides rubrics for assessing student performance in team sports like badminton. The rubrics have 5 categories: 1) Precision, 2) Collaboration, 3) Planning, 4) Communication, and 5) Discernment. Each category has performance levels of Not Yet, Meeting Standard, and Exceeding Standard. The rubrics describe the skills, behaviors, and abilities students would demonstrate at each level. For example, in the Precision category at the Exceeding Standard level, the student demonstrates exceptional skills by utilizing all shots consistently and successfully to volley with opponents. In the Collaboration category at the Meeting Standard level, the student consistently works positively with classmates in both practice and games.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    447 views4 pages

    Outcome Target Rubrics For Pe Physical Education Team Sports Badminton

    Uploaded by

    api-245820768
    This document provides rubrics for assessing student performance in team sports like badminton. The rubrics have 5 categories: 1) Precision, 2) Collaboration, 3) Planning, 4) Communication, and 5) Discernment. Each category has performance levels of Not Yet, Meeting Standard, and Exceeding Standard. The rubrics describe the skills, behaviors, and abilities students would demonstrate at each level. For example, in the Precision category at the Exceeding Standard level, the student demonstrates exceptional skills by utilizing all shots consistently and successfully to volley with opponents. In the Collaboration category at the Meeting Standard level, the student consistently works positively with classmates in both practice and games.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Overall Outcome Target Rubrics for P.E.

    Team Sports: Badminton


    1. BE PRECISE

    Target Not yet MS ES

    Demonstra The student The student The student


    tes skills demonstrates demonstrates demonstrates
    with unsatisfactory skills satisfactory skills by exceptional skills by
    precision to volley with utilizing most shots utilizing all shots
    opponent(s) consistently and consistently and
    (only satisfactory in successfully in successfully in order to
    one type of shot) order to volley with volley with opponent(s).
    opponent(s).

    Precisely Student is not able Student is able to Student is consistently


    uses P.E to recall score recall score before able to recall score
    vocabulary before serve and serving, serve before serving, serve
    and rules serve diagonally diagonally and is diagonally, and is able
    consistently. able to to restate/define rules.
    Student is unaware restate/define rules. Student is aware of the
    of the boundaries of Student is aware of boundaries of the court.
    the court and hits the boundaries of
    the birdie outside of the court.
    the boundaries

    2. COLLABORATE

    Target Not Yet MS ES

    Participates Consistently affects their Consistently Student also


    positively classmates in a negative works with consistently acts
    and manner including: classmates as a leader by
    effectively in encouraging inappropriate in both encouraging
    a range of behavior, excluding practice and others to
    collaborative classmates for invalid game participate,sharin
    discussions, reasons, disagreeing/arguing situations in g strategies and
    activities and with officials or opponents a positive offering guidance.
    projects during practices/games, etc. manner. Student calls for
    birdie and allows
    partner to hit the
    birdie at the
    appropriate
    situations.

    Demonstrate Student is consistently Student Student is a


    s respectful disrespectful towards peers, applies major consistent model
    behavior teacher, and surroundings. rules demonstrating
    towards (Includes frequent reminders consistently, safety, fair play in
    peers, of staying in the classroom, plays safely relation to
    teacher, and placing cell phones away, and with established rules,
    surroundings touching other energy, and is active
    . people/equipment, etc.) showing throughout the
    self-direction game, showing
    and positive appropriately
    partner competitive
    behavior, fair behavior. Student
    play an shows leadership
    respect for and inclusive
    others behavior toward
    teammates,
    cooperating with
    opposing team to
    create a positive
    sport/game
    experience for all.
    3. PLAN

    Target Not Yet MS ES

    Prepares Student is out of Student is Student is independently


    for and uniform, consistently and consistently active and
    uses P.E. consistently present in class engaged in class with
    class time absent/tardy to with appropriate appropriate clothing and
    effectively class, easily clothing and sneakers without
    . distracted by sneakers. Student reminders and teacher's
    peers, phone, is on task during support
    surroundings, etc. activities.

    Makes appropriate plans Creates two S.M.A.R.T. Creates two specific


    and manages time goals with at least one S.M.A.R.T. goals with
    efficiently in order to meet strategy to improve three strategies to
    short and long term goals improve
    and deadlines

    4. COMMUNICATE

    Target MS ES

    Student will describe Student will be able to Consistently describes


    and demonstrate describe and demonstrate and demonstrates skills
    appropriate skills. skills with appropriate verbal with appropriate verbal
    cues. cues with little or no
    reminders.

    5. DISCERN

    Target NY MS ES
    Student is Student struggles to Student utilizes Student utilizes all
    able to volley with most shots shots successfully and
    discern opponent(s) and or consistently to consistently to assure
    strategies consistently volleys assure their their opponents are
    for game the birdie in the opponents are moving in different
    situations same area moving. directions

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