IB Rubrics - Physical and Health Education

Year 1 Rubrics:

Criterion A: Knowing and Understanding Year 1

Achievement Level	Descriptor
0	The student does not reach a standard by any of the descriptors below.
1-2	The student: i. recalls some physical and health education factual, procedural and conceptual knowledge ii. identifies physical and health education knowledge to outline issues iii. recalls physical and health terminology.
3-4	The student: i. recalls physical and health education factual, procedural and conceptual knowledge ii. identifies physical and health education knowledge to outline issues and suggest solutions to problems set in familiar situations iii. applies physical and health terminology to communicate understanding with limited success.
5-6	The student: i. states physical and health education factual, procedural and conceptual knowledge ii. identifies physical and health education knowledge to outline issues and solve problems set in familiar situations iii. applies physical and health terminology to communicate understanding.
7-8	The student: i. outlines physical and health education factual, procedural and conceptual knowledge ii. identifies physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situations iii. applies physical and health terminology consistently to communicate understanding.

Notes for Criterion A

• Criterion A must be assessed in non-performance/non-playing situations.
• Criterion A can be assessed only through written or oral tasks.

Criterion B: Planning for Performance Year 1

Achievement Level	Descriptor
0	The student does not reach a standard by any of the descriptors below.
1-2	The student: i. states plans for improving health or physical activity ii. states the effectiveness of a plan.
3-4	The student: i. outlines a basic plan for improving health or physical activity ii. states the effectiveness of a plan based on the outcome.
5-6	The student: i. outlines a plan for improving health or physical activity ii. identifies the effectiveness of a plan based on the outcome.
7-8	The student: i. constructs and outlines a plan for improving health or physical activity ii. describes the effectiveness of a plan based on the outcome.

Notes for Criterion B

Criterion B can be assessed through units that require students to inquire and plan. Examples include: composition of aesthetic movement routines (such as gymnastics, dance, sport aerobics, martial arts), fitness training programmes, coaching programmes, game creation and laboratory investigations (such as fitness, skill acquisition, energy systems).

Planning for the execution of individual skills is not appropriate for assessment against this criterion. For example, criterion B is not used to assess a student’s plan of how to execute a skill such as tackling in rugby. However, it is appropriate to assess a plan for improving defensive performance in rugby by developing a range of skills, strategies and techniques. In this situation, the student may plan to improve the following areas: strength, speed, cardiovascular fitness, tackling technique, formation, etc in order to improve the overall performance.

In order to meet the requirements of criterion B, the student’s plan must be carried out in order for its effectiveness to be evaluated.

Criterion B requires an objective description of the effectiveness of the plan.

Criterion C: Applying and Performing Year 1

Achievement Level	Descriptor
0	The student does not reach a standard by any of the descriptors below.
1-2	The student: i. recalls some skills and techniques ii. recalls some strategies and movement concepts iii. applies information to perform with limited success.
3-4	The student: i. recalls skills and techniques ii. recalls strategies and movement concepts iii. applies information to perform.
5-6	The student: i. recalls and applies skills and techniques ii. recalls and applies a range of strategies and movement concepts iii. applies information to perform effectively.
7-8	The student: i. recalls and applies a range of skills and techniques ii. recalls and applies a range of strategies and movement concepts iii. recalls and applies information to perform effectively.

Notes for Criterion C

• Criterion C must be assessed in performance/playing situations.

• A student’s ability to recall and apply skills and techniques could include: accuracy, efficiency,
control, coordination, timing, fluency, speed and power.

• A student’s ability to recall and apply strategies and movement concepts could include: the use of space, force and flow of movement and adaptation to various situations.

• A student’s ability to recall and apply information to perform effectively could include: reading the situation, processing information, responding to feedback and making appropriate decisions. Depending on the nature of the activity, these sorts of characteristics should be considered.

• Criterion C is not appropriate for assessing replication of movement routines and umpiring/ refereeing.

Criterion D: Reflecting and Improving Performance Year 1

Achievement Level	Descriptor
0	The student does not reach a standard by any of the descriptors below.
1-2	The student: i. states a strategy to enhance interpersonal skills ii. states a goal to enhance performance iii. describes performance.
3-4	The student: i. lists strategies to enhance interpersonal skills ii. states a goal and applies strategies to enhance performance iii. summarizes performance.
5-6	The student: i. identifies strategies to enhance interpersonal skills ii. lists goals and applies strategies to enhance performance iii. outlines and summarizes performance.
7-8	The student: i. identifies and demonstrates strategies to enhance interpersonal skills ii. identifies goals and applies strategies to enhance performance iii. describes and summarizes performance.

Notes for Criterion D

• Criterion D is appropriate for assessing personal and social development in sports/performance leadership and officiating.

Year 2 Students [7th Grade]: Students in year two of MYP will be assessed using Year 1 rubrics for the first semester, and Year 3 rubrics for the second semester. There are no Year 2 specific rubrics for IBMYP.

Year 3 Rubrics:

Criterion A: Knowing and Understanding Year 3

Achievement Level	Descriptor
0	The student does not reach a standard by any of the descriptors below.
1-2	The student: i. recalls physical and health education factual, procedural and conceptual knowledge ii. identifies physical and health education knowledge to outline issues and suggest solutions to problems set in familiar situations iii. applies physical and health terminology to communicate understanding with limited success.
3-4	The student: i. states physical and health education factual, procedural and conceptual knowledge ii. identifies physical and health education knowledge to describe issues and to solve problems set in familiar situations iii. applies physical and health terminology to communicate understanding.
5-6	The student: i. outlines physical and health education factual, procedural and conceptual knowledge ii. applies physical and health education knowledge to describe issues to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. applies physical and health terminology consistently to communicate understanding.
7-8	The student: i. describes physical and health education factual, procedural and conceptual knowledge ii. applies physical and health education knowledge to explain issues and solve problems set in familiar and unfamiliar situations iii. applies physical and health terminology consistently and effectively to communicate understanding.

Notes for Criterion A

• Criterion A must be assessed in non-performance/non-playing situations.
• Criterion A can be assessed only through written or oral tasks.

Criterion B: Planning for Performance Year 3

Achievement Level	Descriptor
0	The student does not reach a standard by any of the descriptors below.
1-2	The student: i. outlines a plan for improving physical performance and health ii. states the effectiveness of a plan based on the outcome.
3-4	The student: i. constructs and outlines a plan for improving physical performance and health ii. outlines the effectiveness of a plan based on the outcome.
5-6	The student: i. constructs and explains a plan for improving physical performance and health ii. describes the effectiveness of a plan based on the outcome.
7-8	The student: i. designs and explains a plan for improving physical performance and health ii. explains the effectiveness of a plan based on the outcome.

Notes for Criterion B

Criterion B can be assessed through units that require students to inquire and plan. Examples include: composition of aesthetic movement routines (such as gymnastics, dance, sport aerobics, martial arts), fitness training programmes, coaching programmes, game creation and laboratory investigations (such as fitness, skill acquisition, energy systems).

Planning for the execution of individual skills is not appropriate for assessment against this criterion. For example, criterion B is not used to assess a student’s plan of how to execute a skill such as tackling in rugby. However, it is appropriate to assess a plan for improving defensive performance in rugby by developing a range of skills, strategies and techniques. In this situation, the student may plan to improve the following areas: strength, speed, cardiovascular fitness, tackling technique, formation, etc in order to improve the overall performance.
In order to meet the requirements of criterion B, the student’s plan must be carried out in order for its effectiveness to be evaluated.
Criterion B requires an objective explanation of the effectiveness of the plan.

Criterion C: Applying and Performing Year 3

Achievement Level	Descriptor
0	The student does not reach a standard by any of the descriptors below.
1-2	The student: i. recalls and applies skills and techniques with limited success ii. recalls and applies strategies and movement concepts with limited success iii. recalls and applies information to perform.
3-4	The student: i. demonstrates and applies skills and techniques with limited success ii. demonstrates and applies strategies and movement concepts with limited success iii. identifies and applies information to perform.
5-6	The student: i. demonstrates and applies skills and techniques ii. demonstrates and applies strategies and movement concepts iii. identifies and applies information to perform effectively.
7-8	The student: i. demonstrates and applies a range of skills and techniques ii. demonstrates and applies a range of strategies and movement concepts iii. outlines and applies information to perform effectively.

Notes for Criterion C

Criterion C must be assessed in performance/playing situations.
A student’s ability to demonstrate and apply skills and techniques could include: accuracy,
efficiency, control, coordination, timing, fluency, speed and power.
A student’s ability to demonstrate and apply strategies and movement concepts could include: the use of space, force and flow of movement and adaptation to various situations.
A student’s ability to outline and apply information to perform effectively could include: reading the situation, processing information, responding to feedback and making appropriate decisions. Depending on the nature of the activity, these sorts of characteristics should be considered.
Criterion C is not appropriate for assessing replication of movement routines and umpiring/ refereeing.

Criterion D: Reflecting and Improving Performance Year 3

Achievement Level	Descriptor
0	The student does not reach a standard by any of the descriptors below.
1-2	The student: i. identifies strategies that enhance interpersonal skills ii. lists goals to enhance performance iii. summarizes performance.
3-4	The student: i. identifies and demonstrates strategies that enhance interpersonal skills ii. identifies goals to enhance performance iii. outlines and summarizes performance.
5-6	The student: i. outlines and demonstrates strategies that enhance interpersonal skills ii. identifies goals and applies strategies to enhance performance iii. outlines and evaluates performance.
7-8	The student: i. describes and demonstrates strategies that enhance interpersonal skills ii. outlines goals and applies strategies to enhance performance iii. explains and evaluates performance.