Templates for Assessment and Evaluation

The following pages contain samples of instruments which can be used in the three areas of knowledge, performance and positive attitude. Feel free to make adjustments so that your needs and the students' needs can be accommodated.

Assessment in the Affective Domain

Always volunteers to set up equipment

Usually volunteers to set up equipment

Rarely volunteers to set up equipment

Always demonstrates proper care of equipment

Usually demonstrates proper care of equipment

Rarely demonstrates proper care of equipment

Self-discipline

Always treats staff and peers with respect

Usually treats staff and peers with respect

Shows little respect for staff and students

Always behaves and speaks politely to others

Usually behaves and speaks politely towards others

Frequently demonstrates inappropriate behaviour or speech

always listens when others are speaking/presenting always considerate of others' feelings always displays positive body language always encourages others verbally

usually listens when others are speaking/presenting usually considerate of others' feelings usually demonstrates positive body language and verbal responses usually encourages others verbally

frequently interrupts or distracts while others are speaking/presenting is selective in the consideration of others' feelings demonstrates discouraging communication skills (emphasizes errors or faults of others, uses offensive or negative body language and verbal responses)

Always able to understand the tasks to be done and completes them without being told

Demonstrates limited understanding of the tasks to be done and requires some supervision to complete them

Requires extended explanations and close supervision in order to complete tasks

Always shows self-control during class (thinks before speaking or acting, resists participating in negative behaviours of peers)

Usually shows self-control during class (usually thinks before speaking or acting, usually resists participating in negative behaviours of peers)

Demonstrates lack of self-control during class (speaks or acts inappropriately or at inappropriate times, participates in negative behaviours of peers)

Always able to predict expected behaviours for self and others

Usually able to predict expected behaviours for self and others

Unable or finds it difficult to predict expected behaviours for self and others

Participation

Always enthusiastic

Usually enthusiastic although behaviour is sometimes misdirected

Willing to try a limited range of activities or tasks

Always works hard at improving (that is, sustained effort)

Works at improving but cannot maintain a sustained effort

Needs a great deal of encouragement and monitoring to sustain effort

Always shows consideration for the safety and well-being of others

Shows consideration for the safety and well-being of others but occasionally exhibits poor judgement

Shows lack of consideration for the safety and well-being of others

Always willing to learn new methods of doing thing

Usually willing to learn new methods of doing things

Requires a great deal of encouragement and monitoring to try new methods of doing things

Always willing to change and adjust to new assignments or tasks

Usually willing to change and adjust to new assignments or tasks

Often resists change and has difficulty adjusting to new assignments or tasks

Always willing to work with a wide range of peers, not just with close friends

Usually willing to work with a wide range of peers, not just with close friends

Often selective about working with those other than close friends

Always willing to share materials and ideas with others

Usually willing to share materials and ideas with others

Often resists sharing materials and ideas with others

Always exhibits appropriate work behaviours during times set aside for individual, partner and group work

In most instances exhibits appropriate work behaviours during times set aside for individual, partner and group work

Work behaviours tend to be inappropriate during times set aside for individual, partner and group work

The following document is in PDF format and require Acrobat Reader

Joint Assessment Form

Assigning a Rating

Joint Assessment Form: Community Lifestyle Volunteer Form

Low (1)

The student's answers convey an overall impression of chaos. There seems to be no focus; the student seems lost. He or she has not put any visible pre-planning or forethought into the interview. The student does not understand most components of the project, its purposes or structure. It is hard to tell what points the student is making, or else they are so silly that, if he or she had stopped to think, he or she would realize they make no sense. The student is at the interview only to "get it over with"; he or she sees the interview as an obligation "to get through" rather than an opportunity to seek guidance and advice on the project. There is "talking for the sake of talking" with no attempt to relate ideas to the project's objectives. The student is careless and inexact in using words and does not employ terminology used in class, or uses it incorrectly virtually all the time when it is employed.

Middle (2-3)

The student's answers convey the overall impression that the student does not really believe what he or she is saying, or does not fully understand what it means. While he or she has a good comprehension of the project's purposes, there are some gaps in a clear understanding of the plan's specific components. The student does not explain points clearly, and may be vague on many points. When answering, the student tries to guess what the teacher wants to hear for answers, and says what he or she thinks sounds good, rather than what he or she believes or knows. The student may express enthusiasm for the project, but there is not a realistic view of the obstacles. The student understands most components of the project phase, but may get bogged down with the trivial and irrelevant because he or she has not been able to distinguish the important from the unimportant. Hence, the interview is often an opportunity for the student to learn what should be priorities in his or her planning. In terms of words, the student may attempt to convey the impression that he or she is more knowledgeable than is true, by using big words and lofty phrases when ordinary words would serve better. The student will use physical education or anatomical terminology, but sometimes the usage is incorrect.

High (4)

The student's answers leave the overall impression of being well-organized, purposeful, and somewhat confident of the direction he or she is going. He or she may express a great deal of enthusiasm for the project; the student has realistically assessed the obstacles. The student has a very good understanding of the venture plan's goals, objectives and interrelated components. While possibly vague on a few points, the student has distinguished the important from the unimportant to the point where he or she may question the relevance of some of the teacher's questions. Answers are straightforward, candid, sincere. He or she often provides answers with "telling details," specific examples or reasoned arguments which show that the student has thought through the project and its phases. The teacher will believe that the student's project is viable. No important aspects have escaped the student's attention. The student uses physical education terminology learned in class, perhaps self-consciously, but nearly always correctly when discussing the community lifestyles volunteer plan.

The following documents are in PDF format and require Acrobat Reader

Student Self Assessment for Preparing and Conducting an Interview
Feedback to Student Volunteer
Rating Scale for Investigating Movement Patterns
Assessing Group Presentations or Games
Cooperative Group Skills Checklist
Rating Scale for Cooperative Group Learning
My Group Skills or Performance
Anecdotal Records in Reflective Discussion/Discussion/Circle of Knowledge
Report Assessment