The Assessment and Evaluation Tools have been developed to support implementation of the H&PE Secondary Curriculum and Ophea’s H&PE Secondary Resources. The 12 resources are recordable PDFs and consist of teacher and student resources that may be used to gather evidence of learning, to record observations of student learning over time and to evaluate student performance.
These resources not only support differentiated instruction by enabling students to record their thinking and provide evidence of their learning, but also save time and paper by allowing educators to complete and store their assessments digitally.
The Assessment and Evaluation Resources may be used independently or as a support to the TGfU Sample Units, Movement Competence Posters, Ophea’s Inquiry-Based Learning in Health and Physical Education Guide and Approaches to Teaching Healthy Living Guide.
Click on the links below to download each resource.
How to save edits in recordable Assessment and Evaluation Resources
Use this tool to record observations of student performance to provide ongoing, timely feedback. This tool demonstrates the assessment loop, beginning with outlining the curriculum expectations, formulating the learning goals from the expectations, co-constructing success criteria, and finally, recording observations of student performance to provide anecdotal feedback that is frequent and ongoing.
This tool is a combination of a checklist and a rubric and is used when performance levels have been established and frequent assessment occurs. As such, the level 1–4 descriptors are not needed for this tool.
This tool supports assessment for and as learning. It can be used by the teacher to assess student performance and provide feedback or it can be used by students to report their self-assessment to the teacher who then records the students’ self-assessment.
Use this tool to record assessment of the quality of student performance over time using achievement chart levels to determine the most consistent, with consideration of the more recent, achievement.
This assessment tool is used at the end of a unit to evaluate performance on a rich assessment task or a final 30% performance task.
Use this tool to assess student progress related to the learning goals. It may be used successive times to determine the most recent, or more consistent, performance.
This tool may be used to guide student discussions related to questions, issues, concepts or images. Students can record their answers, observations and/or discussions.
This tool is used by students to record their thinking related to a topic before, during and after the learning. This chart emphasizes making connections between what the students have learned and their lives. It can also be used to engage students in a new topic, activate prior knowledge, share objectives or assess learning.
Students use this tool to record their thinking and discussion related to a question, issue, concept or image while working in small groups. It can be used to brainstorm ideas, record researched information or analyze resources.
This tool is used by students to assess their progress related to the learning goals using the levels of the achievement chart. It may be used successive times to determine the most recent, or more consistent, performance.
Students use this chart to compare and contrast two ideas or choices.
Students use this organizer throughout a unit of learning to record their thinking and learning in multiple paired conversations about the question, topic, concept or image.