| Colonel By Daily Participation Rubric |
Expectation |
| Level 1 | Level 2 | Level 3 | Level 4 |
Active Living: Active Participation | 1
2
3
4
5
6
7
8 | - Seldom have any of the required clothing
- enter the gym late half of the time
- rarely works hard (e.g., goes through motions
- easily distracted from task and often distracts others
- seldom follows the rules of fair play (e.g. seldom doesn’t cheat)
- hesitantly plays or interacts with students outside peer group
- with encouragement, offers positive comments to others
- seldom takes on leadership role / shows initiative
| - usually have most of the required clothing (forget 3-5 x / term)
- usually ready to participate on time (late 3-5 x / term)
- work hard with encouragement
- sometimes needs cues to stay on task
- mostly follow the rules of fair play
- with encouragement, partners with those outside peer group
- occasionally offers positive comments to others
- with encouragement, leads the class in an activity
| - mostly have required clothing (forget 1-2 x / term)
- mostly ready to participate on time (late 1-2 x / term)
- consistently demonstrate a determined effort
- stays on task
- follows the rules of fair play
- participates with anyone in class
- frequently encourages others with positive comments (e.g., fabulous, great work)
- occasionally takes on a leadership role in class / sometimes shows initiative
| - always have required clothing
- always ready to participate on time
- consistently strive for personal best
- encourages others to stay on task
- independently follows the rules of fair & encourages others to do so
- initiates change in partners or groups to solve conflict or address an imbalance
- consistently encourages others with positive comments
- asks to play a leadership role in class / frequently shows initiative
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Active Living: Safety / Living Skills
| 9
10
11
12
| - with encouragement participates safely
- rarely communicates respectfully and with appropriate language
- with encouragement respect the decisions made by officials
- rarely interacts positively with others, and is an effective group/team member
| - occasionally participates safely
- sometimes communicates respectfully and uses appropriate language
- usually respect the decisions made by officials
- sometimes interacts positively with others, and is an effective group/team member
| - consistently participates safely
- consistently communicates respectfully and uses appropriate language
- respects the decisions made by officials
- mostly interacts positively with others, and is an effective group/team member
|
- encourages others to communicate respectfully and with appropriate language
- consistently respects the decisions made by officials
- always interacts positively with others, and is an effective group/team member
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Movement competence
| 13
14
15 | - shows low level of personal competence in performing movement skills
- shows little understanding of sport-specific rules, guidelines and structures
- rarely identifies and implements tactical solutions to increase chances for success
| - shows moderate level of personal competence in performing movement skills
- shows some understanding of sport-specific rules, guidelines and structures
- sometimes identifies and implements tactical solutions to increase chances for success
| - shows proficient level of personal competence in performing movement skills
- shows understanding & application of sport-specific rules, guidelines and structures
- identifies and implements tactical solutions to increase chances for success
| - shows high level of personal competence in performing movement skills
- shows high degree of understanding and application of sport-specific rules, guidelines and structures
- always identifies and implements tactical solutions to increase chances for success
|
Learning Skills | 16
17 | - frequently disregards teacher
- relies on others to begin physical activities
| - sometimes listens and follows teacher instructions
- begins activities with some teacher intervention
| - listens and follows teacher instructions
- always begins activities independently
| - encourages others to listen and follow teacher instructions
- self-starts and provides opportunities for others to participate
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| 18 | - little engagement in skill acquisition and refinement
| - some engagement in skill acquisition and refinement
| - engage in skill acquisition and refinement
| - high engagement and helps others acquire and refine skills
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Participation Rubric Assignment
1. By circling the arrowhead in the appropriate column, self-evaluate your participation in Phys. Ed. class over the past term.
2. Pick three (3) “look-fors” for which you are most proud of your achievement. For each one, provide three concrete examples showing how your demonstrated that behaviour… ex:
#14 Initiate change in partners or groups: I frequently try to work with peers outside my peer group. During the touch football game, there was clearly going to be an imbalance of skill, so I changed teams to even things out and give the other team some help. Also, during the basketball unit, when you asked us to make our own teams, I asked Jimmy Smith, a weaker player, to join our team.
a)
i)
ii)
iii)
3. . Pick three (3) “look-fors” for which you feel you could have achieved a higher level of competence. Explain in detail why you did not achieve a higher level.
a)
b)
c)
4. Why did you sign up for Phys Ed this year?
5. Based on your answer for #4, did you meet your expectations (goals) for this course? Give at least two reasons why or why not.