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Assessment Model No. 1

Grade Level: 7

Performance Standard: The learner designs an individualized

exercise program to achieve personal
fitness.

Learning Competency: The learner prepares an exercise

program. PE7PF-Ic-27

The students will design an exercise program

Goal suited to teachers and school administrators in
order to achieve physical fitness.

Role Students will play the role of fitness advisers /

consultants.

Audience Students who will assume the roles of teachers

and administrators needing ok exercise program.

The Department of Education Bohol Province

Division is launching the program “Fit ako, fit
Situation kayo, fit tayong lahat”. The goal is to ensure
that all school personnel are physically healthy
in order for them to be able to deliver their
tasks efficiently. The strategy is to assess their
current physical conditions and create an
excercise program for each one. They will need
the services of fitness advisers/consultants.

Product / The expected output is an individualized exercise

Performance program.

Goal Setting
Standards Establish short-term and long term goals based on
health related components and inital assessment
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Components of Health Related Fitness

Four components of health are represented in the
program.
-cardio respiratory
-Muscular strength
-Muscular endurance
-Flexibility

Planning
Development of the actual workout program

Implementation
Journal is filled out program is implement throughout
the semester.

Organization
Organization of the program
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Rubric for Physical Fitness Performance

Name: _______________________ Grade and Section: ________

Objectives: This rubric assesses the students’ skills in executing

the basic steps.
Poor Fair Good Exceptional
1 pts 2 pts 3 pts 4 pts

Goal Setting Poor Fair Good Exceptional

Establish short-
term and long -General goals -General goals -Has at least -Has at least
term goals for some health for at least one specific one specific
based on health related three health short-term & short-term &
related components. related long-term goal long-term goal
components and -Goals are not components. for all health for all health
inital based on initial -Some (25%) related related
assessment personal goals are based components. components.
assessment on initial -Most (50%) -All goals are
personal goals are based based on the
assessment. on the evaluation of
-Has at least evaluation of the initial
one specific the initial assessment
short-term & assessment data.
long-term goal. data.

Components of Poor Fair Good Exceptional

Health Related
Fitness -One component -Two -Three -All components
Four is represented in components are components are are represented
components of the program. represented in represented in in the program.
health are the program. the program.
represented in
the program.
-cardio
respiratory
-Muscular
strength
-Muscular
endurance
-Flexibility

Planning Poor Fair Good Exceptional

Development of
the actual -Plan addresses -Plan addresses -Plan addresses -Plan addresses
workout some (25%) of most (50%) of all of the stated all of the stated
program the stated goals. the stated goals. goals.
-Activities do goals. -Most -All activities
not address the -Some (50%)activities address the
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training (25%)activities address the training

principle of address the training principle of
FITT. training principle of FITT.
-Activities are principle of FITT. -All activities
irrelevant or are FITT. -Most are relevant
not sequenced -Some (50%)activities and are
properly. (25%)activities are relevant and sequenced
are irrelevant are sequenced properly.
and are properly.
sequenced
properly.

Implementation Poor Fair Good Exceptional

Journal is filled
out program is -Insufficient -Implemented -Implemented -Implemented
implement evidence of some (25%) of most (50%) of all of planned
throughout the implementation planned planned activities.
semester. of program. activities. activities. -Program logs
-Program not -Program logs -Program logs are icomplete.
recorded on are incomplete. are complete. -FITT
daily log sheets. -FITT -FITT information
-FITT information information provided for all
information not provided for provided for all activities.
present or some (25%) of activities.
confusing to the activities.
reader.

Organization Poor Fair Good Exceptional

Organization of
the program -The program's -The program is -The program's -The program's
format and well- formatted format is format is
organization is and well- attractive and attractive and
confusing to the organized well-organized. well-organized
reader.

Rated by: _______________________ _______________

SIGNATURE OVER PRINTED NAME DATE OF RATING
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Assessment Model No. 2

Grade Level: 8

Performance Standard: The learner implements fitness activities

for family members and community
people.

Learning Competency: The students design promote

cardiovascular and muscular fitness
program to family members. The
students appreciate the value of cardio
vascular exercise.

The students will design and implement the

Goal fitness activities for family members and
community people.
Students will play the role as planners and
Role demonstrators of physical fitness exercises
Students will assume the roles as healthy
Audience lifestyle and fitness advocate.
Students will design and implement Health
Related Fitness (HRF) plan based on the needs
Situation of the family which are anchored on the fitness
program of the Department of Education Bohol
Province. HRF Plan is simple, enjoyable and
suited to the needs of the family in order to
attain maximum level of physical wellness.
Learners implement activities for the whole
family. The log shows complete thought and
effort and be as detailed as possible and must
highlight cardiovascular endurance, muscular
strength and flexibility.
Product / The expected output is a fitness plan focusing
Performance on cardiovascular exercise.
-complete fitness plan
Standards -appropriate activity selection
-frequency, intensity, time, and type (FITT)
-complete goods
-complete cover page
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(taken from the Gr. 8 LM of DepEd)

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Rubric for Fitness Plan Project

Name: _______________________ Grade and Section: ________

Objective: It is the purpose of this rubric to assess that quality of

the fitness plan developed by the students.
Component of Very Good Good Fair Poor
Fitness Plan 4 3 2 1 Score
Each page is Each page is Most pages are All pages are
complete and almost complete incomplete and incomplete and
Completeness of legible. There are and legible. legible. There are illegible. There
the Fitness Plan answers in each There are answers in most are answers
blank. Names and answers in most every blank, but missing on most
page numbers are every blank. The most are missing. pages. The plan
present. The final plan is legible The plan is is illegible and
product contains all and neat. The illegible and sloppy. The final
the papers required. final product sloppy. The final product is
contains almost product is missing required
all the pages missing required pages and not
required. pages. representation of
a passing work.
Appropriateness Selection of Selection of Activities selected Activity selection
of Activity activities is activities almost by student are is not appropriate
Selection appropriate to the appropriate to not appropriate to the goals set
component selected the component to achieve the by the student.
by the student. All selected by the overall goal. One All activities listed
activities are student. Almost activity is need to be re-
relevant to the all of the relevant, but thought and re-
overall goal. activities are overall the worked to fit the
relevant to the activities will not scope of the
overall goal. help the student student plan.
reach their goals.
F.I.T.T The frequency, The frequency, The frequency, frequency,
intensity, time, and intensity, time, intensity, time, intensity, time,
type (F.I.T.T) for and type (F.I.T.T) and type (F.I.T.T) and type (F.I.T.T)
each activity is for almost every for activities is is filled out but
appropriate, relative, activity is inappropriate, incomplete and
achievable and appropriate, and not relative, incorrect.
measurable. relative, to the activity or
achievable and the student.
measurable.
Completeness of All written short- Almost all written Few of the The student is
the Goals term and long-term short-term and written short- not able to apply
goals are long-term goals term and long- the pillars of
measurable, are measurable, term goals are setting goals to
achievable, specific, achievable, measurable, this assignment.
and realistic. specific, and achievable,
realistic. specific, and
realistic but some
do not meet this
criteria.
Completeness of The cover page The cover page Some of the Page is
the Cover Page blanks are blanks are cover page incomplete and
completed. The completed. Some blanks are missing
answers are relative answers are incomplete. The signatures on the
and show the relative and show answers are non- bottom.
students the students relative and show
understanding of the understanding of that the students
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assignments. the assignments. do not have an

Students and parent Students and understanding of
signature included. parent signature the assignment.
included. One or both of
the student and
parent signature
is excluded.
TOTAL

Rated by: _______________________ _______________

SIGNATURE OVER PRINTED NAME DATE OF RATING
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Assessment Model No. 3

Grade Level: 9

Performance Standard: The learner designs a physical activity

program to develop skills in officiating
and organizing physical activity
program.

Learning Competency: The learner involves oneself in

community service through sports
officiating and physical activity
programs. PE9PF-Ie-h-41

Goal The students will organize a community physical

fitness activity that strengthens physically active
lifestyle of the community people.

Role Students will organize and perform as

community fitness facilitators.

Students will assume as organizers of the

Audience physical fitness activity for the people in the
community.
The Municipal Health Council is organizing a
physical activity program like sports fest, fun
Situation run, Zumba or line dance in the community. The
group will invite the people to join the said
activity.
Product / The outputs of this activity will be the
Performance community physical fitness plan and
documentation of the implemented activities.
Standards Skilled Movement
Movement Principles and Concepts
Appropriateness of Activity Selection
Completeness of the Cover Page
Punctuality
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Rubric for Physical Fitness Performance

Name: _______________________ Grade and Section: ________

This rubric assesses the students’ skills in organizing community

fitness activity.

Criteria 5 – Meets the 3 – Developing 1 - Does Not Meet Score

Standard the Standard
SKILLED Student demonstrates
MOVEMENT competence in physical Student demonstrates Student is unable to
The student will skills and rules of the competency in some demonstrate some of
perform all basic activity. The student will physical skills and rules the physical skills and
movement skills and explain and apply of the fitness activity. rules of the fitness
demonstrate appropriate strategies in activity.
competence a given fitness activity.
MOVEMENT The student will The student will apply The student is unable
PRINCIPLES AND understand and apply and understand to apply and
CONCEPTS movement principles to movement principles to understand movement
warm-ups and cool- either warm-ups or principles in warm-ups
The student will downs. The student will cool-downs. The and cool-downs.
apply movement explain and apply the student will explain the The student is unable
principles and principles of *Standard principles of *SOP in to explain the
concepts to the operating procedure in relation to *FITT, but principles of *SOP in
fitness activity. relation to *FITT. he/she has difficulty relation to *FITT.
The student will explain applying the principles The student will be
and demonstrate the in daily work outs. unable to explain the
characteristics of safe The student can characteristics of safe
and appropriate demonstrate some and appropriate
muscular stretching, characteristics of safe muscular stretching,
muscular strengthening, and appropriate muscular
and cardio-respiratory muscular stretching strengthening, and
exercise programs. and strengthening, and cardio-respiratory
cardio-respiratory exercise programs.
exercise programs.
Appropriateness of Selection of activities is Selection of activities Activities selected by
Activity Selection appropriate to the almost appropriate to student are not
component selected by the component appropriate to achieve
The selection is the student. All activities selected by the the overall goal. One
appropriate to the are relevant to the student. Almost all of activity is relevant, but
activity/ activities overall goal. the activities are overall the activities
relevant to the overall will not help the
goal. student reach their
goals.
RESPONSIBLE Student manages space Student invades others Student invades others
BEHAVIORS properly. Student space occasionally. space repeatedly.
The student will encourages Student will put down Student uses
demonstrate classmates/community classmates that may derogatory language
appropriate behaviors during activity and have challenges during toward other students
in all physical activity works to accomplish the activity. Student and or the teacher.
settings. goals. Student treats sometimes will argue Student uses his / her
others with respect. with classmates/ to obtain the
Student follows safety official/community objectives.
concerns. member. Student
treats others with
disrespect. Student
demonstrates safety
some of the time.
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Completeness of The cover page blanks The cover page blanks Some of the cover
the Cover Page are completed. The are completed. Some page blanks are
content of the cover are answers are relative incomplete. The
relative and show the and show the students answers are non-
students understanding understanding of the relative and show that
of the assignments. assignments. Students the students do not
Students and parent and parent signature have an understanding
signature included. included. of the assignment. One
or both of the student
and parent signature is
excluded.
Punctuality The students were able The students were able The students were able
to accomplish the given to accomplish the to accomplish the
activity and submitted given activity and given activity and
the necessary submitted the submitted the
documents on time. necessary documents 3 necessary documents 5
days after the given days after the given
deadline deadline
TOTAL

Rated by: _______________________ _______________

SIGNATURE OVER PRINTED NAME DATE OF RATING
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Assessment Model No. 4

Grade Level: 10

Performance Standard: The learner designs a physical activity

program to develop skills in organizing
physical activity program in the
community.

Learning Competency: The learner expresses a sense of purpose

and belongingness by participating in
physical activity-related services and
programs. PE10-PF-Ib-h-48

Goal The students will organize community fitness

activity which is community zumba.

Role Students will play as organizers and lead

performers of community fitness activity

Audience The people in the community will be the

participants of the fitness activity.

The committee on Health of the Municipality and

Situation the students organize a community zumba.
The outputs of this activity will be the physical
Product / fitness plan and photo and video documentation
Performance of the zumba.
-Physical Skills
Standards -Application of Movement Principles and
Concepts
-Appropriateness of Activity
-Responsibility
-Punctuality
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Rubric for Physical Fitness Performance

Name: _______________________ Grade and Section: ________

Objectives: This rubric assesses the students’ skills in organizing

community fitness activity.

Criteria 5 – Meets the 3 – Developing 1 - Does Not Meet Score

Standard the Standard
Physical Skills Student demonstrates
The student will competence in physical
perform all basic skills and rules of the Student demonstrates Student is unable to
movement skills and activity. The student will competency in some demonstrate some of
demonstrate explain and apply physical skills and rules the physical skills and
competence appropriate strategies in of the fitness activity. rules of the fitness
a given fitness activity. activity.
APPLICATION OF The student will apply The student will apply The student is unable
MOVEMENT and understand and understand to apply and
PRINCIPLES AND movement principles to movement principles to understand movement
CONCEPTS warm-ups and cool- either warm-ups or principles in warm-ups
downs. The student will cool-downs. The and cool-downs.
The student will explain and apply the student will explain the The student is unable
apply movement principles of *SOP in principles of *SOP in to explain the
principles and relation to *FITT. relation to *FITT, but principles of *SOP in
concepts to the The student will explain he/she has difficulty relation to *FITT.
fitness activity. and demonstrate the applying the principles The student will be
characteristics of safe in daily work outs. unable to explain the
and appropriate The student can characteristics of safe
muscular stretching, demonstrate some and appropriate
muscular strengthening, characteristics of safe muscular stretching,
and cardio-respiratory and appropriate muscular
exercise programs. muscular stretching strengthening, and
and strengthening, and cardio-respiratory
cardio-respiratory exercise programs.
exercise programs.
Appropriateness of Selection of activities is Selection of activities Activities selected by
Activity Selection appropriate to the almost appropriate to student are not
component selected by the component appropriate to achieve
the student. All activities selected by the the overall goal. One
are relevant to the student. Almost all of activity is relevant, but
overall goal. the activities are overall the activities
relevant to the overall will not help the
goal. student reach their
goals.
RESPONSIBILITY The student is very The student is The student is fairly
The student will responsible manages responsible invades responsible invades
demonstrate space properly. Student others space others space
appropriate behaviors encourages occasionally. Student repeatedly. Student
in all physical activity classmates/community will put down uses derogatory
settings. during activity and classmates that may language toward other
works to accomplish have challenges during students and or the
goals. Student treats the activity. Student teacher. Student uses
others with respect. sometimes will argue physical force to obtain
Student is aware and with classmates/ his or her objectives.
follows safety concerns. official/community
member. Student
treats others with
disrespect. Student
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demonstrates safety
some of the time.
Punctuality The group were able to The group were able to The group were able to
accomplish the given accomplish the given accomplish the given
activity and submitted activity and submitted activity and submitted
the necessary the necessary the necessary
documents on time. documents 3 days after documents 5 days after
the given deadline the given deadline
TOTAL

Rated by: _______________________ _______________

SIGNATURE OVER PRINTED NAME DATE OF RATING
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Assessment Model No. 5

Grade Level: 7

Performance Standard: The learner organizes a badminton

tournament in the community.

Learning Competency: The learner executes the skills involved in

the sport. PE7GS-IId-h-4

Goal The students will organize a Badminton

Tournament in the community.

Role Students will play the roles of coaches, referees

and organizers of the tournament.

Audience Students will assume different roles as

organizers and players of the Badminton
Tournament.

The Provincial Government of Bohol is organizing

an inter-school Badminton Tournament for junior
Situation high school students. This tournament requires
the expertise and services of trainers, coaches,
organizers and referees to implement this
province-wide sports event.
Product / The expected output of this activity will be a
Performance portfolio documenting the tournament.
-Physical Skills
Standards -Effort Exerted according to the demands
of the activity
-Cooperation and Teamwork
-Ability to Follow Directions
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Badminton Sport Skills Monitoring

Name: Assessments
_________________
1st
Partner/Teammate: Date:
Continous
Date:
Final
Date:
_________________ _______ ________ _______
E A I E A I E A I
Skills X C M X C M X C M
C C NP C C NP C C NP
E E R E E R E E R
L P EO L P EO L P EO
L T EV L T EV L T EV
E A DE E A DE E A DE
N B M N B M N B M
T L SE T L SE T L SE
E N E N E N
T T T
Service
Lob
Clear
Drive
Drop
Smash
Footwork
Teacher’s Feedback

(taken from Gr. 7 TG of DepED)

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Rubric for Games / Sports Activities

Name: _______________________ Grade and Section: ________

Objective: This rubric assesses the students’ performance in executing the basic
physical skills across sports events.
Name/Type of Activity: ___________________________

Indicators Excellent Very Good (4 Good (3 points) Fair (2 points) Score

(5 points) points)
The student The student The student The student was not
demonstrated the demonstrated demonstrated the able to perform the
Physical ability to perform the the ability to ability to perform physical skills of the
Skills physical skills with perform the the physical skills activity.
ease. physical skills but with some
difficulty.
The student The student The student The student lacked
demonstrated demonstrated demonstrated enthusiasm and
Effort extreme enthusiasm enthusiasm and some enthusiasm eagerness during the
and eagerness during eagerness during and eagerness activity.
the activity. the activity. during the activity.
The student helped The student had The student had The student did not
and encourage no difficulty some difficulty cooperate or showed
his/her classmates / cooperating with cooperating with lack of respect for the
Cooperation groupmates and had his/her teacher the teacher and or/ teacher or classmates
and no difficulty and classmates/ his/her classmates / groupmates during
Teamwork cooperating with the groupmates / groupmates the activity.
teacher or their during the during the activity.
classmates / activity.
groupmates during
the activity.
The student focused The student The student The student did not
on task and followed focused on task focused on task focus on task and
Following directions all of the and followed and followed follow directions
Directions time during the directions during directions some of during the activity.
activity the activity. the time during the
unit.
TOTAL

Rated by: _______________________ _______________

SIGNATURE OVER PRINTED NAME DATE OF RATING
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Assessment Model No. 6

Grade Level: 8

Performance Standard: The learner performs basic skills of a

team sports.

Learning Competency: The learner executes the skills involved in

Basketball. PE8GS-Id-h-4

Goal The students will perform basic skills in

basketball.

Role Students will play the role of players, coaches,

spectators and organizers of the basketball.

Audience Grade 8 Students, Teachers, family members

and community people

There is a basketball program in the town where

students are required to organize the
Situation tournament. The students are organized
according to committees and according to their
interests and skills.
Product / The expected output is a portfolio documentation
Performance of the basketball tournament
-Physical Skills
Standards -Effort Exerted according to the demands
of the activity
-Cooperation and Teamwork
-Ability to Follow Directions
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Basketball Sport Skills Monitoring

Name: Assessments
_________________
1st
Partner/Teammate: Date:
Continous
Date:
Final
Date:
_________________ _______ ________ _______
Skills E
X
A
C
I
M
E
X
A
C
I
M
E
X
A
C
I
M
C C NP C C NP C C NP
E E R E E R E E R
L P
EO L P
EO L P
EO
L T EV L T EV L T EV
E A DE E A DE E A DE
N B M N B M N B M
T L SE T L SE T L SE
E N E N E N
T T T
Shooting
Dribbling
Passing
Rebounding
Running
Teacher’s Feedback

(taken from Gr. 7&8 LM of DepED)

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Rubric for Games / Sports Activities

Name: _______________________ Grade and Section: ________
Objective: This rubric models assesses the students’ performance in executing
the basic physical skills across sports events.
Name/Type of Activity: ___________________________
Indicators Excellent Very Good (4 Good (3 points) Fair (2 points) Score
(5 points) points)
The student The student The student The student was not
demonstrated the demonstrated demonstrated the able to perform the
Physical ability to perform the the ability to ability to perform physical skills of the
Skills physical skills with perform the the physical skills activity.
ease. physical skills but with some
difficulty.
The student The student The student The student lacked
demonstrated demonstrated demonstrated enthusiasm and
Effort extreme enthusiasm enthusiasm and some enthusiasm eagerness during the
and eagerness during eagerness during and eagerness activity.
the activity. the activity. during the activity.
The student helped The student had The student had The student did not
and encourage no difficulty some difficulty cooperate or showed
his/her classmates / cooperating with cooperating with lack of respect for the
Cooperation groupmates and had his/her teacher the teacher and or/ teacher or classmates
and no difficulty and classmates/ his/her classmates / groupmates during
Teamwork cooperating with the groupmates / groupmates the activity.
teacher or their during the during the activity.
classmates / activity.
groupmates during
the activity.
The student focused The student The student The student did not
on task and followed focused on task focused on task focus on task and
Following directions all of the and followed and followed follow directions
Directions time during the directions during directions some of during the activity.
activity the activity. the time during the
unit.
TOTAL

Rated by: _______________________ _______________

SIGNATURE OVER PRINTED NAME DATE OF RATING
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Assessment Model No. 7

Grade Level: 9

Performance Standard: The learner performs / plays a team

sport modelling the basic skills.

Learning Competency: The learner officiates the practice and the

competitive games. PE9GS-Ia-h-5

Goal To demonstrate physical skills in a team /

competitive game (basketball and volleyball)

Role Students will perform as players, coaches, scores

and spectators.

Audience Students will assume the roles of audience /

spectators in the tournament.

The school is conducting a volleyball tournament

where students play the roles as
Situation organizers/committee chairs and members.
Other students will serve as players, coaches,
umpire and scores.
The output of the activity will be a portfolio on
Product / the documentation of the organized tournament
Performance highlighting the roles of the officiating officials.
-Physical Skills
Standards -Effort Exerted according to the demands
of the activity
-Cooperation and Teamwork
-Ability to Follow Directions
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Assessment Model No. 8

Grade Level: 10

Performance Standard: The learner performs basketball moves

and techniques in actual competition.

Learning Competency: The learner expresses a sense of purpose

and belongingness by participating
physical activity-related to community
services and programs. PE10PF-Ib-h-
48

Goal The learners will execute basketball skills in

actual competition and demonstrate cooperation
and team spirit required in the sport

Students will play as coaches, players, scorers,

Role spectators and referees

Grade 10 Students, Teachers, family members

Audience and community people

The town organizes a mini-basketball

Situation tournament for boys and girls. The class is
divided into teams necessary for the mini
tournament while taking turns in serving as
players, scorers, referees and spectators. Then
they fill out the mini tournament log.
The output of this activity will be a
Product / portfolio documentating the basketball
Performance tournament such as the committees, score
sheets and photo documentation.
The learner…
Standards -maintains an active lifestyle
-influences the physical activity
participation of the community and society.
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Mini Tournament Log

Name:
Teammates:
Date Opponent/s Result/Score Game Feedback

Teacher’s Signature:
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Assessment models for Grading:

Rubric for Games / Sports Activities

Name: _______________________ Grade and Section: ________

Objective: This rubric assesses the students’ performance in executing

the basic physical skills across sports events.
Name/Type of Activity: __________________________

Indicators Excellent Very Good (4 Good (3 points) Fair (2 points) Score

(5 points) points)
The student The student The student The student was not
demonstrated the demonstrated demonstrated the able to perform the
Physical ability to perform the the ability to ability to perform physical skills of the
Skills physical skills with perform the the physical skills activity.
ease. physical skills but with some
difficulty.
The student The student The student The student lacked
demonstrated demonstrated demonstrated enthusiasm and
Effort extreme enthusiasm enthusiasm and some enthusiasm eagerness during the
and eagerness during eagerness during and eagerness activity.
the activity. the activity. during the activity.
The student helped The student had The student had The student did not
and encourage no difficulty some difficulty cooperate or showed
his/her classmates / cooperating with cooperating with lack of respect for the
Cooperation groupmates and had his/her teacher the teacher and or/ teacher or classmates
and no difficulty and classmates/ his/her classmates / groupmates during
Teamwork cooperating with the groupmates / groupmates the activity.
teacher or their during the during the activity.
classmates / activity.
groupmates during
the activity.
The student focused The student The student The student did not
on task and followed focused on task focused on task focus on task and
Following directions all of the and followed and followed follow directions
Directions time during the directions during directions some of during the activity.
activity the activity. the time during the
unit.
TOTAL

Rated by: _______________________ _______________

SIGNATURE OVER PRINTED NAME DATE OF RATING
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ENHANCED PERFORMANCE STANDARDS-BASED MODELS IN JUNIOR
HIGH SCHOOL PHYSICAL EDUCATION

Assessment Model No. 9

Grade Level: 7

Performance Standard: The learner will perform a folk dance

observing the correct positioning.

Learning Competency: The learner executes the skills involved in

the dance. PE7RD-IIId-h-4

Goal The students will perform fundamental positions

in folk dance and demonstrate a high level of
quality in rhythmic performance and positive
attitude

Role Students will play the role of choreographers,

performers and spectators

Audience The students will assume the roles of

administrators, Teachers, family members and
community people

The Department of Education Bohol Province is

organizing a Folk Dance competition among
Situation high schools. Students will organize the
committees and performers as well as the
judges and production staff.
The output of this activity will be a video
Product / documentation of the different performances
Performance with textual descriptions.

-Rhytmic Movement/ Dance Performance

Standards Skills
-Attitude
Effort
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ENHANCED PERFORMANCE STANDARDS-BASED MODELS IN JUNIOR
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Rubric for Rythmic/Dance Performances

Name: _______________________ Grade and Section: ________

Objectives: This rubric assesses the students’ skills in executing

the basic steps / choreography in a dance.
Dance Name:____________________________

Criteria 5- Advanced 4- Proficient 3- 2–

Approaching Developing
to Proficiency
Rhythmic Skills are Skills are Skills are Skills are weak
Movement/Dance outstanding. generally good. average. and need
Performance Execute the Execute the Execute the improvement.
Skills fundamental fundamental fundamental Execute the
positions of positions of positions of fundamental
arms and feet arms and feet arms and feet positions of
perfectly. with minimal with frequent arms and feet
error. error. with no
mastery at all.
Attitude *Leads others *Demonstrates *Demonstrate *Notably
to improve. a positive occasionally a disruptive to
*Demonstrate attitude positive the harmony of
always an frequently and attitude. the group, and
extremely rarely fools *Fools around interrupts
positive around. occasionally. others’ focus
attitude and *Encourages *Encourages and effort.
never fools and kind to and is kind to *Notably fools
around. classmates classmates around and is
* Encourages frequently. occasionally. generally
always and is *Demonstrate *Demonstrate uninvolved.
kind to frequently good good *Rarely
classmates. sportsmanship sportsmanship demonstrates
*Demonstrate by accepting occasionally by good
always good fair decisions of accepting fair sportsmanship
sportsmanship referees and decisions of by accepting
by accepting sports referees and fair decisions of
fair decisions of committees. sports referees and
referees and committees. sports
sports committees.
committees.

Effort *Gives the best *Gives his/her *Tries *Notably

effort always. a good effort occasionally participates
*Strives to frequently even even if he/she only if he/she
improve on if he/she doesn’t enjoy enjoys the
learned skills doesn’t enjoy the activity. activity.
always. the activity. *Responds *Rarely
*Helps others *Attempts occasionally attempts to
to develop frequently to when learn new
their own learn the prompted. skills.
skills. necessary *Tries * Rarely
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ENHANCED PERFORMANCE STANDARDS-BASED MODELS IN JUNIOR
HIGH SCHOOL PHYSICAL EDUCATION

*Listens skills. occasionally to demonstrates

attentively *Listens well learn some listening
always. and ask new skills. behavior.
*Asks always questions for *Attempts
questions for clarification occasionally to
clarification. frequently. listen.
TOTAL =

Rated by: _______________________ _________

SIGNATURE OVER PRINTED NAME DATE OF RATING
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ENHANCED PERFORMANCE STANDARDS-BASED MODELS IN JUNIOR
HIGH SCHOOL PHYSICAL EDUCATION

Assessment Model No. 10

Grade Level: 8

Performance Standard: The learner performs with matrix and

precision of the Tiklos dance.

Learning Competency: The learner executes the skills involved in

the dance. PE8RD-IVd-h-4

Goal The students will perform with mastery and

precision the Tiklos Dance

Role Students will play the role of choreographers,

dancers and spectators

Audience Students will assume the roles of Teachers,

Family members and community people

The school is celebrating Buwan ng Wika where

students are required to compete in a dance with
Situation Tiklos as a common dance piece. Students will
serve as the organizers, judges, performers adn
spectators.
The output of this study will be a video
Product / documentation on the performances of the
Performance students on the dance Tiklos

-Performance of the basic steps

Standards -Execution of correct pattern
-Displays of grace and poise while
performing the dance
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ENHANCED PERFORMANCE STANDARDS-BASED MODELS IN JUNIOR
HIGH SCHOOL PHYSICAL EDUCATION

Rubric for Rythmic/Dance Performances

Name: _______________________ Grade and Section: ________

Objectives: This rubric assesses the students’ skills in executing

the basic steps / choreography in a dance.
Dance Name:____________________________

Numeric Interpretation Descriptive Equivalent

al Value
10 The student performs the basic steps Advanced
with correct step pattern and counting
with grace and poise .
8 The student performs the basic steps Proficient
with correct step pattern and counting
with less grace and poise.
6 The student performs the basic steps Approaching Proficiency
with minimal mistakes in pattern and
counting with less grace and poise.
4 The student performs the basic steps Developing
with many error in pattern and
counting with less grace and poise.
2 The student needs more practice to Beginning
perform the basic step
pattern of the dance
Overall Score ____

Rated by: _______________________ _______________

SIGNATURE OVER PRINTED NAME DATE OF RATING
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ENHANCED PERFORMANCE STANDARDS-BASED MODELS IN JUNIOR
HIGH SCHOOL PHYSICAL EDUCATION

Assessment Model No. 11

Grade Level: 9

Performance Standard: The learner performs a social dance in a

skillful manner.

Learning Competency: The learner executes the skills involved in

the dance. PE9RD-IIb-h-4

Goal The students will perform social dance (Cha-cha-

cha) with fluidity, precision and grace.

Role Students will play the role of choreographers,

dancers and spectators

Audience Students will assume the role of teachers, family

members and community people

The school is conducting a dance competition.

The students who serve as committee chairs
Situation and members will organize the competition.
They will schedule the event, prepare the venue
and organize the people involved in the
competition especially the performers.
The outcome of this study will be a video
Product / documentation of the cha-cha-cha dance
Performance performed by the students.

-Performance of the basic steps

Standards -Execution of correct pattern
-Displays of grace and poise while
performing the dance
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ENHANCED PERFORMANCE STANDARDS-BASED MODELS IN JUNIOR
HIGH SCHOOL PHYSICAL EDUCATION

Rubric for Rythmic/Dance Performances

Name: _______________________ Grade and Section: ________

Objectives: This rubric assesses the students’ skills in executing

the basic steps / choreography in a dance.
Dance Name:____________________________

Numeri Interpretation Descriptive

cal Equivalent
Value
10 The student performs the basic Advanced
steps with correct step pattern and
counting with grace and poise .
8 The student performs the basic Proficient
steps with correct step pattern and
counting with less grace and poise.
6 The student performs the basic Approaching Proficiency
steps with minimal mistakes in
pattern and counting with less
grace and poise.
4 The student performs the basic Developing
steps with many error in pattern
and counting with less grace and
poise.
2 The student needs more practice Beginning
to perform the basic step
pattern of the dance
Overall Score ____
Rated by: _______________________ _______________
SIGNATURE OVER PRINTED NAME DATE OF RATING

Scoring Procedure:

Using the above rubric, the following will be observed by the

rater:
1. Learners are rated based on the skills disciplined in the
demonstration of the Cha-cha-cha dance steps.
2. Learners are rated according to their performance of Cha-
cha-cha throughout the activity.
3. Students are rated based on the for overall attitude and
effort demonstrated during the activity.
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ENHANCED PERFORMANCE STANDARDS-BASED MODELS IN JUNIOR
HIGH SCHOOL PHYSICAL EDUCATION

Assessment Model No. 12

Grade Level: 10

Performance Standard: The learner organizes and performs

cheer dance.

Learning Competency: The learner engages in moderate to

vigorous physical activities for at least
60 minutes a day in and out of school.
PE10PF-IIIc-h-45

Goal The students will perform cheer dancing and

contemporary dancing with correct step pattern,
grace and poise

Role Students will play as organizers, dancers and

spectators

Audience Students will assume the role of performers,

choreographers, teachers, family members and
community people

The school is having their athletic intramurals

where the highlight of the opening ceremonies
Situation is the cheerdance competition. The students
them are tasked to organize the committee
chairs and members, judges, performers and
spectators.

The outcome of this activity will be a video

Product / documentation of the cheerdance performance of
Performance the students.

-Performance of the basic steps

Standards -Execution of correct pattern
-Displays of grace and poise while
performing the dance
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ENHANCED PERFORMANCE STANDARDS-BASED MODELS IN JUNIOR
HIGH SCHOOL PHYSICAL EDUCATION

Rubric for Grading Cheerdancing

10 The student performs the basic steps Advanced

with correct step pattern and counting
with grace and poise .
8 The student performs the basic steps Proficient
with correct step pattern and counting
with less grace and poise.
6 The student performs the basic steps Approaching Proficiency
with minimal mistakes in pattern and
counting with less grace and poise.
4 The student performs the basic steps Developing
with many error in pattern and counting
with less grace and poise.
2 The student needs more practice to Beginning
perform the basic step
pattern of the dance
Overall Score ____

Rated by: _______________________ _______________

SIGNATURE OVER PRINTED NAME DATE OF RATING