Manzano, Ma. Jhoje C.

BEED 2B
Assessment Task 3.1
1. Review the lesson 3.1 learning material and take a moment to familiarize yourself with
the Strategies in Assessing Physical Education and Health.
2. Venn Diagram: Fill the diagram with appropriate information.

3. Venn Diagram: Fill the diagram with appropriate information.

 4. Read and examin the curriculum guides for physical education and health. Focus on one
grade level competency for grade 1-6. Think of an appropriate formative and summative
assessment for the choosen grade level competency adhering the following template:
Grade Level Standard
Grade 1 (engages in fun and
enjoyable physical activities
with coordination)
Grade 2 (engages in fun and
enjoyable physical activities)
Grade 3 (performs
conditioning and flexibility
exercises that will improve
body posture)
Formative Assessment
PE: Observe students
participating in various
physical activities and assess
their coordination skills. This
can be done through
activities such as hopping,
skipping, throwing, and
catching.
HEALTH: Have students
create a food diary where
they record their daily meals
and snacks. Assess their
ability to make healthy food
choices and practice good
eating habits based on their
diary entries.
PE: Have students
demonstrate different
locomotor skills, such as
running, jumping, hopping,
and galloping. Assess their
ability to perform these skills
correctly and with control.
HEALTH: Have students
create a poster or a
presentation on oral hygiene
practices, such as brushing,
flossing, and visiting the
dentist. Assess their ability to
describe and explain the
importance of caring for the
mouth and teeth.
PE: Assess students' ability
to perform different
conditioning exercises, such
as push-ups, sit-ups, and
planks. Also, assess their
flexibility through activities
Summative Assessment
PE: Create a mini-obstacle
course that includes different
coordination activities.
Students will navigate
through the course and their
performance will be assessed
based on their coordination
skills.
HEALTH: Organize a healthy
snack fair where students will
prepare and present healthy
snacks of their choice.
PE: Organize a
mini-Olympics event where
students can showcase their
physical abilities and
participate in various
activities.
HEALTH: Conduct a dental
health quiz where students
will answer questions about
oral hygiene practices and
dental care.
PE: Create a fitness circuit
where students will perform
different conditioning and
flexibility exercises.

Grade 4 (explains the nature/
background of the games
Grade 5 (describes the skills
involved in the games
Grade 6 (describes the skills
involved in the dance)
like stretching exercises.
HEALTH: Have students
create a comparison chart or
a collage that depicts the
characteristics of a healthy
person and an unhealthy
person.
PE: Have students research
and present information
about different traditional
games from various cultures.
Assess their ability to explain
the nature and background of
the games accurately.
HEALTH: Have students
research and present
information about food safety
practices, such as proper
food handling, storage, and
hygiene.
PE: Have students analyze
and break down the skills
required for different team
sports, such as basketball,
soccer, or volleyball. Assess
their ability to describe the
skills involved in these
games.
HEALTH: Role-play different
scenarios related to teasing,
bullying, harassment, or
abuse, and have students
demonstrate appropriate
responses and strategies to
prevent or manage these
situations.
PE: Have students analyze
and break down the skills
required for different dance
styles, such as ballet,
hip-hop, or traditional cultural
dances. Assess their ability to
HEALTH: Organize a health
exhibition where students will
present their comparison
charts or collages.
PE: Organize a game fair
where students will present
and demonstrate traditional
games they have researched.
HEALTH: Conduct a food
safety quiz where students
will answer questions about
foodborne illnesses, proper
food handling, and hygiene
practices.
PE: Create a sports skills
demonstration where
students will showcase their
understanding of the skills
involved in different team
sports.
HEALTH: Organize a skit or a
presentation where students
will showcase their
understanding and skills in
preventing or managing
teasing, bullying, harassment,
or abuse.
PE: Organize a dance
performance where students
will choreograph and perform
a dance routine of their
choice. Their ability to
describe the skills involved in

5. Stop, Start, Slow upon learning the basics of designing rubrics, what are the three
things that you need to stop, and slow down to us to regards assessment?
STOP
1. Stop relying solely on
subjective judgments: Avoid
making assessment
decisions based solely on
personal opinions or biases.
Instead, focus on using
objective criteria and
evidence-based assessments
to ensure fairness and
consistency.
2. Stop using vague or
unclear language: Avoid
using ambiguous language in
your rubrics or assessment
criteria. Vague terms can lead
to confusion and inconsistent
interpretations. Use clear and
specific language that clearly
defines the expectations and
criteria for assessment.
3. Stop using one-size-fits-all
rubrics: Avoid using generic
rubrics that do not align with
specific learning goals or
tasks. Tailor your rubrics to
the specific learning
outcomes and assessment
describe the skills involved in
these dances.
HEALTH: Have students
create a waste classification
chart or a poster that
categorizes different types of
wastes, such as organic,
recyclable, and hazardous.
START
1. Start with clear learning
objectives: Clearly define the
learning objectives or
outcomes that you want to
assess. This will help you
design rubrics that align with
these objectives and provide
targeted feedback to
students.
2. Start involving students in
the assessment process:
Engage students in
self-assessment and peer
assessment activities. This
not only promotes student
ownership of their learning
but also provides valuable
insights into their
understanding and progress.
3. Start providing descriptive
feedback: Move away from
providing only scores or
grades and focus on
providing specific and
constructive feedback to
students. This helps them
the dance accurately will be
assessed as a summative
assessment.
HEALTH: Conduct a waste
classification activity where
students will sort different
waste items into the
appropriate categories.
SLOW
1. Slow down the design
process: Take the time to
carefully plan and design
your rubrics. Rushing through
the process can result in
poorly designed rubrics that
do not effectively measure
the desired learning
outcomes. Consider multiple
perspectives and seek
feedback from colleagues or
experts to refine your rubrics.
2. Slow down the assessment
process: Allow sufficient time
for students to demonstrate
their learning. Rushing
through assessments may
not provide an accurate
reflection of their abilities.
Consider providing
opportunities for multiple
assessments and revisions to
capture students' growth over
time.
3. Slow down the grading
process: Take the time to
thoroughly review and
evaluate students' work.
Avoid rushing through the
grading process, as it can
lead to errors or
tasks to ensure accurate and understand their strengths inconsistencies. Ensure that
meaningful assessment. and areas for improvement. you are applying the rubric
criteria consistently and fairly
when assigning grades.