Assessment and Evaluation

Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations. The primary purpose of assessment is to improve student learning. 

Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. (Ont. Curriculum 2019)

Report card grades in the Clinton Physical Education program are based on two categories of learning achievement: Active Living (safe and active participation), and Movement Competence (see below).

My child got a "B"!  What does that mean??

Level B "represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving a B can be confident that their children will be prepared for work in subsequent grades ".  (Ont. Curriculum 2019)

Movement Competence = Skills + Concepts + Principles + Strategies  

Movement Skills

• Stability skills 

• Locomotion 

• Manipulation skills 

Movement Concepts

Body awareness – What body parts move and in what way? 

Spatial awareness – Where does the body move? 

Effort awareness – How does the body move? 

Relationship – With whom or with what does the body move? 

Movement Principles 

•  Centre of gravity: Stability increases as the centre of gravity becomes lower, the base of support becomes larger, the line of gravity moves nearer to the centre of the base of support, and the mass becomes greater. 

• Laws of motion and force :

Summation of joints: The production of maximum force requires the use of all the joints that can be used. (For example, when throwing a ball, begin by bending the knees and then incorporate the full body, and not just the arm, in the throwing motion.) 

Maximum velocity: The production of maximum velocity requires the use of joints in order, from largest to smallest. (For example, when jumping, start by pushing off with the large muscles in the legs and then stretch the fingers and toes in the air after pushing off.) 

Applied impulse: The greater the applied impulse, the greater the increase in velocity. (For example, the harder a swing is pushed, the higher it will rise. A ball that is struck harder will go farther and faster.) 

Law of reaction: Movement usually occurs in the direction opposite that of the applied force. (For example, on a sled in sledge hockey, pushing off to the right with the pick at the end of the stick will cause the sled to turn to the left. When swimming, pushing the water behind causes the body to move forward. When jumping, pushing down causes the body to move up.) 

Movement Strategies 

When participating in an activity, students will have an ultimate goal or objective. To accomplish that goal, students may choose from a number of strategies that are similar within particular categories of games and physical activities. The actions that students do in order to accomplish the strategy are called tactics. 

PHYSICAL LITERACY