Physical Education Skills Assessment Guide
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ScribdTranslationsPhysical Education Skills Assessment Guide
Uploaded by
ScribdTranslationsPHYSICAL EDUCATION
EXPECTED LEARNING: Perform locomotion, manipulation and stability movements through individual and collective games.
CURRICULAR ORGANIZER 1. Motor Competence CURRICULAR ORGANIZER 2. Development of motor skills
Student Name
nce Level
Performa
Evaluation Criteria
Confidently identifies and executes
locomotion, manipulation and stability
Level 4
movements in various situations,
individual and group games.
Confidently identifies and executes
Level 3
locomotion, manipulation and stability
movements in various situations,
individual games
Shows difficulty in executing locomotion,
Level 2
manipulation and stability movements in
various situations, individual and
collective games
Shows insecurity and resistance to
perform locomotion, manipulation and
stability movements in various
situations, individual and collective
Level 1
games
PHYSICAL EDUCATION
EXPECTED LEARNING: Use tools, instruments and materials in activities that require control and precision in their movements.
CURRICULAR ORGANIZER 1. Motor Competence CURRICULAR ORGANIZER 2. Development of motor skills
Student Name
Performance
Level
Evaluation Criteria
Uses tools, instruments and materials,
effectively and safely, in games,
Level 4
experimentation activities, personal
creation and problem solving that
require control and precision in their
movements.
Level 3
Occasionally uses tools, instruments and
Level
materials in games, experimentation
activities, personal creation and problem
solving that require control and precision
in their movements.
2
Shows insecurity and resistance to
Level 1
perform locomotion, manipulation and
stability movements in various
situations, individual and collective
games
PHYSICAL EDUCATION
EXPECTED LEARNING: Identifies his/her expressive and motor possibilities in activities that involve space-time organization, laterality, balance and coordination
CURRICULAR ORGANIZER 1. Motor Competence CURRICULAR ORGANIZER 2. Development of motor skills
Student Name
nce Level
Performa
Evaluation Criteria
Execute body movements that involve
coordination and balance, such as
running, jumping, rolling, turning,
Level 4
crawling, climbing and marching. Shows
awareness and confidence in what he
does, and identifies possibilities and
limits of movement of different parts of
his body
Performing body movements that
Level 3
involve coordination and balance, such
as running, jumping, rolling, turning,
crawling, climbing and marching, shows
confidence in what you do.
Execute and reproduce body movements
Level
that involve coordination and balance,
such as running, jumping, rolling,
turning, crawling, climbing and
marching.
2
Shows an attitude of insecurity and fear
in situations that require performing
body movements that involve
coordination and balance, such as
Level 1
running, jumping, rolling, turning,
crawling, climbing and marching.
PHYSICAL EDUCATION
EXPECTED LEARNING: Recognizes the characteristics that identify and differentiate him/her from others in activities and games.
CURRICULAR ORGANIZER 1. Motor Competence CURRICULAR ORGANIZER 2. Development of motor skills
Performanc Student Name
e Level
Evaluation Criteria
Recognize your limits and possibilities,
and the characteristics that identify and
Level 4
differentiate you from others. Explore
the movement possibilities of your body.
Recognize your limits and possibilities,
Level 3
and the characteristics that identify and
differentiate you from others.
He knows that there are characteristics
Level 2
that identify him and differentiate him
from others, but he has difficulty
recognizing them.
Fails to recognize the characteristics that
identify and differentiate him/her from
others in activities and games.
Level 1
PHYSICAL EDUCATION
EXPECTED LEARNING: Proposes different motor and expressive responses to the same problem in recreational activities
CURRICULAR ORGANIZER 1. Motor Competence CURRICULAR ORGANIZER [Link] Creativity
Student Name
nce Level
Performa
Evaluation Criteria
Uses cognitive, affective and social
abilities to solve problems in games and
physical activities through various
Level 4
movement possibilities, ordering and
distinguishing different motor responses
to challenges and situations, individual
and collective, that involve imagination
and creativity.
Uses cognitive, affective and social
Level 3
abilities to solve problems in games and
physical activities through various
movement possibilities
Proposes some motor and expressive
responses to solve problems in games
Level
and physical activities
In activities that require expressing
motor proposals, he limits himself
to executing those proposed by his
Level 1
classmates.
PHYSICAL EDUCATION
EXPECTED LEARNING: Recognizes forms of participation and interaction in games and physical activities based on basic rules of coexistence.
CURRICULAR ORGANIZER 1. Motor Competence CURRICULAR ORGANIZER 2. Development of motor skills
Student Name
Per
for
Evaluation Criteria
Recognizes and adopts attitudes that
allow for better coexistence and making
Level 4
agreements in play, school and daily life,
for example: waiting for their turn,
accepting, respecting, agreeing and
making rules, and seeking solutions to
conflicts.
Recognize and adopt attitudes that allow
Level 3
them to better coexist and make
agreements in play, school and their
daily life.
recognizes basic rules of coexistence
and sometimes adopts attitudes
Level
consistent with these
Shows difficulty in recognizing and
adopting forms of interaction based on
basic rules of coexistence.
Level 1
