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The following assessment criteria
have been established by the IB for physical education
in the MYP. The final assessment required for
IB-validated grades and certification at the end of the MYP must be based on these assessment criteria.
Criterion A: Use of knowledge
Maximum: 8
Students are expected to have a knowledge and
understanding of the physical activities or topics
studied. They are also expected to be able to use this
knowledge and understanding critically, and apply it to
analyse situations and solve problems.
As described in “Balancing the physical education curriculum”,
topics studied and assessed through criterion A should include not
only sport but also sport-related and health-related fitness, and
international perspectives on physical activity, sport and health
education. Topics should always have a focus on physical activity,
and be an integral part of the teaching and learning process.
Criterion A is best assessed through written or oral activities, and
must be assessed in a non-performance/non-playing situation.
Please note that for moderation, the task assessed against criterion
A must be written.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The use of terminology is
inconsistent, inappropriate
or incorrect.
Demonstrates a limited
knowledge of principles, concepts, strategies,
techniques and rules related to the physical
education topic or activity.
Sometimes uses
this knowledge to analyse and solve problems
in familiar situations. |
|
3-4 |
Uses basic
terminology that is sometimes inaccurate
or inappropriate.
Demonstrates a
basic knowledge of principles, concepts,
strategies, techniques and rules related to the
physical education topic or activity.
Uses this
knowledge to analyse and solve problems in
familiar situations. |
|
5-6 |
Uses a
range of terminology accurately and
appropriately in some situations.
Demonstrates
a good knowledge of principles, concepts,
strategies, techniques and rules related to the
physical education topic or activity.
Uses
this knowledge to analyse and solve problems in
familiar and some unfamiliar situations. |
|
7-8 |
Uses a
wide range of physical education
terminology accurately and
appropriately in most situations.
Demonstrates
a thorough knowledge of principles,
concepts, strategies, techniques and rules
related to the physical education topic or
activity.
Uses this
knowledge wisely and effectively to
analyse and solve problems in familiar and
unfamiliar situations. |
Criterion B: Movement composition
Maximum:
6
Students are expected to be able to compose
sequences of aesthetic movement, through exploring movement
possibilities and variations in accordance with the principles and
concepts of a particular aesthetic activity and using this as
inspiration.
Compositions are best assessed using criteria B, C and D. This
allows all stages of the creative process—plan and design, perform,
evaluate—to be assessed.
For assessment of this objective, the student must perform the
sequence.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student
selects some aesthetic moves that are
appropriate to the requirements of the task.
The student has some difficulty in adapting
and/or creating moves.
The sequence
shows a simple use of space, time, level,
force and flow.
The
composition is generally incoherent with many
pauses, and shows limited creativity. |
|
3-4 |
The student
selects, adapts and creates aesthetic
moves that are appropriate to the
requirements of the task.
The sequence
shows a competent use of space, time,
level, force and flow.
The
composition is mostly coherent, and shows
some aspects of imagination and creativity. |
|
5-6 |
The student
selects, adapts and creates a wide range of
aesthetic moves that are appropriate to
the requirements of the task.
The sequence
shows a sophisticated use of space, time,
level, force and flow.
The
composition is coherent, and shows
aspects of imagination, creativity and style. |
Criterion C: Performance
Maximum:
10
Students are expected to be able to perform in a
range of activities, and show skills and techniques ranging from
basic to complex. They should be able to apply tactics, strategies
and rules in both individual and group situations.
When assessing performance, teachers should use only the strands of
this criterion that are relevant to the activity. In all cases, at
least two of the three strands will apply.
This objective must be assessed in a performance/playing situation.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student
demonstrates little competence in basic
moves, skills and techniques in the performance
or playing situation.
The student
shows some awareness of movement
concepts, tactics, strategies and rules.
The student
performs with little precision,
synchronization or energy. |
|
3-4 |
The student
demonstrates competence in basic moves,
skills and techniques in the performance or
playing situation.
The student
shows awareness of movement concepts,
tactics, strategies and rules, but has
difficulty in applying them.
The student
performs with some precision,
synchronization and/or energy. |
|
5-6 |
The student
demonstrates competence in basic and some
complex moves, skills and techniques in the
performance or playing situation.
The student
applies some movement concepts, tactics,
strategies and rules.
The student
performs with precision, synchronization and
energy most of the time. |
|
7-8 |
The student demonstrates
competence in basic and many complex
moves, skills and techniques in the performance
or playing situation.
The student applies
movement concepts, tactics, strategies and
rules appropriately.
The student performs with
a high degree of precision,
synchronization and
energy. |
Criterion D: Social skills and personal engagement
Maximum:
8
Students are expected to be able to communicate
with others in a manner that enhances the working environment. This
includes showing respect, support and encouragement, as well as
demonstrating positive attitudes and strategies to improve
relationships.
As part of taking responsibility for and enhancing their own
learning, students are expected to be able to evaluate their own
performance and achievement, including incorporating feedback from
others, and use this to set appropriate and achievable goals for the
future.
|
Level of
Achievement |
Descriptor |
|
0 |
The student does not reach a standard described
by any of the descriptors given below. |
|
1-2 |
The student
demonstrates attitudes and strategies that
maintain their communication and
relationships with others.
The student
shows respect and sensitivity to
themselves, others and the physical environment
some of the time.
The student
takes responsibility for their own
learning some of the time, but shows
little enthusiasm and/or commitment to
physical education.
The student
shows difficulty in reflecting on their
achievements and in setting and taking action to
achieve goals. |
|
3-4 |
The student
demonstrates attitudes and strategies that
maintain their communication and
relationships with others.
The student shows
respect and sensitivity to themselves,
others and the physical environment most of
the time.
The student takes
responsibility for their own learning most of
the time, and shows some enthusiasm and
commitment to physical education.
The student
reflects on their own achievements to a
satisfactory level, usually sets appropriate
goals but may need encouragement to take action
towards achieving them. |
|
5-6 |
The student
demonstrates attitudes and strategies that
improve their communication and relationships
with others.
The student
consistently shows respect and sensitivity to
themselves, others and the physical environment.
The student takes
responsibility for their own learning and
usually shows enthusiasm and commitment to
physical education.
The student
reflects critically on their own achievements,
sets appropriate goals and takes some action
towards achieving them. |
|
7-8 |
The student
demonstrates attitudes and strategies that
deepen and enhance their communication and
relationships with others.
The student
consistently shows a high degree of
respect and sensitivity to themselves,
others and the physical environment.
The student
takes responsibility for their own learning
and consistently shows enthusiasm and
commitment to physical education.
The student
reflects critically on their own
achievements, sets appropriate goals that
enhance learning, and takes action
towards achieving them. |
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