Florida Hard-to-Measure Content Areas Physical …pe.dadeschools.net/EOC/ITEM SPECIFICATIONS/FL PE 6-8 SPECSFINAL...Florida Hard-to-Measure Content Areas . Physical Education Test

Florida Hard-to-Measure Content Areas

Physical Education

Test Item Specifications

Grades 6–8

Florida Department of Education

www.fldoe.org

http://www.fldoe.org/�

NOTE: The contents of these item specifications documents were developed

under a grant from the U. S. Department of Education. However, those contents do not necessarily represent the policy of the U. S. Department of Education, and

you should not assume endorsement by the Federal Government.

American Institutes for Research | Florida Physical Education Test Item Bank Specifications, Grades 6-8 i

Table of Contents

Introduction ..................................................................................................................... 1

Mission Statement .................................................................................................... 1

Origin and Purpose of the Specifications .................................................................. 2

Scope of This Document .......................................................................................... 2

Overall Considerations ............................................................................................. 2

Review Procedures for the Florida Physical Education Item Bank .................................. 4

Review of Graphics .................................................................................................. 4

Review of Test Items ................................................................................................ 4

Review for Potential Bias and Sensitivity Issues ...................................................... 5

Universal Design ............................................................................................................. 6

Criteria for Selecting Graphic Stimulus Materials ............................................................ 8

Types ........................................................................................................................ 8

Sources .................................................................................................................... 9

Characteristics .......................................................................................................... 9

Content ..................................................................................................................... 9

Modifications ............................................................................................................. 9

Graphic Features .................................................................................................... 10

Diversity .................................................................................................................. 10

Length of Video Clip ............................................................................................... 10

Evidence-Centered Design ........................................................................................... 11

Criteria for the Florida Physical Education Items ........................................................... 12

Item Style and Format ............................................................................................ 12

Scope of Items ........................................................................................................ 20

ii American Institutes for Research | Florida Physical Education Test Item Bank Specifications, Grades 6-8

Table of Contents (Continued)

Cognitive Complexity of the Florida’s Physical Education Items ................................... 21

Cognitive Complexity .............................................................................................. 21

Guidelines for Item Writers ............................................................................................ 27

Guide to the Grade Level Specifications ....................................................................... 29

Benchmark Classification System .......................................................................... 29

Definitions of Benchmark Specifications ................................................................. 31

Specifications for M/J Fitness ...................................................................................... 33

Specifications for M/J Comprehensive Grades 6–7................................................... 112

Specifications for M/J Comprehensive Grades 7–8................................................... 205

American Institutes for Research | Florida Physical Education Test Item Bank Specifications, Grades 6-8 1

INTRODUCTION

On August 24, 2010, the U.S. Department of Education announced that Florida was a winner of the federal Race to the Top Phase 2 competition. An important component of Florida’s winning application focused on the “Standards and Assessments” assurance area, including the creation of high-quality, balanced assessments. Included among the initiatives managed by the Office of Race to the Top (RTTT) Assessments were seven projects awarded to Local Education Agencies (LEAs) individually or in partnerships to create high-quality assessments for hard-to-measure content areas.

The Florida Department of Education sought and included recommendations from educators across the state, including the Florida Organization of Instructional Leaders (FOIL) and a State Advisory Committee on District-Developed Student Assessments for Instructional Effectiveness (DDSAIE), made up of parents, teachers, and district-level administrators, to determine the appropriate scope of work for assessments for the hard-to-measure content areas. Based on these recommendations, teacher assignment and student enrollment data were analyzed to determine the courses that will reach the greatest number of students and teachers in the hard-to-measure content areas. A Next Generation Sunshine State Standards (NGSSS) benchmark analysis was compiled for the selected content areas. Physical Education was identified as a content area with courses having the greatest need for assessment development.

This project is intended to provide Florida public and charter school districts with an extensive bank of assessment items that are of high quality, are standards-based (NGSSS), and are vetted by Florida educators. When the item bank and test platform are fully operational, Florida public and charter teachers and districts will have the ability to search the bank, export items, and generate customized assessments to meet their needs. In addition, a public level of practice items will be available to students and parents, which independent schools may access as well.

Mission Statement

Although not all benchmarks lend themselves to large-scale testing, successful schools recognize the need for students to master all of Florida’s standards. The increased rigor exemplified in the NGSSS will enhance student performance in a rapidly advancing, global environment.

2 American Institutes for Research | Florida Physical Education Test Item Bank Specifications, Grades 6-8

Origin and Purpose of the Specifications

The LEAs of Miami-Dade County, Palm Beach County, Broward County, Leon County, Pinellas County, Polk County, and Lake County, along with the Florida Physical Education Association, the Florida Department of Education (DOE), and committees of experienced Florida educators developed and approved the Specifications. The Specifications is a resource that defines the content and format of the test and test items for item writers and reviewers. Each grade-level Specifications document indicates the alignment of the items with the NGSSS. It also serves to provide all stakeholders with information about the scope of the Florida Physical Education Item Bank.

Scope of This Document

The Specifications provides general and grade-specific guidelines for the development of all test items contained in the Florida Physical Education Item Bank for grades K–8.

The Criteria for the Florida Physical Education Items section addresses the general guidelines used to develop multiple-choice items, constructed-response items, technology enhanced items, and performance tasks. The Cognitive Complexity of the Florida Physical Education Items section addresses the various levels of cognitive complexity or depth of knowledge.

The Guide to Grade Level Specifications section explains the physical education benchmarks for which items were written and identifies the ways each benchmark is assessed. This section also provides content limits and stimulus attributes.

Overall Considerations

This section of the Specifications describes the guidelines that apply to all test items developed for the Physical Education Item Bank.

Overall considerations are broad item-development guidelines that should be addressed during the development of test items for the Physical Education Item Bank.

• Each multiple-choice item should be written to measure primarily one benchmark; however, other benchmarks may also be reflected in the item content.

• Constructed-response items, technology-enhanced items, and performance tasks may be written to reflect more than one benchmark.

• All items, regardless of the item format, should be grade-level appropriate in terms of cognitive demands and reading level.


• At a given grade, the items should exhibit a varied range of difficulty.

• The reading level of the items should be on or below the grade level of the students for whom they are intended. Items intended for kindergarten and first-grade students should contain pictures for the multiple-choice options and provide for teachers and/or test Administrators explicit directions that explain how the item stem and options should be read aloud.

• Items should not disadvantage or exhibit disrespect to anyone in regard to age, gender, race, ethnicity, language, religion, socioeconomic status, disability, occupation, or geographic region.

• Items should require students to apply skills previously taught in lower grades. Therefore, these skills will continue to be tested at higher grade levels.

• Some items may include an excerpt from stimulus material associated with several items in addition to the item stem.

• Items should provide clear, concise, and complete instructions to students.

• Each item should be written clearly and unambiguously to elicit the desired response.


REVIEW PROCEDURES FOR THE FLORIDA PHYSICAL EDUCATION ITEM BANK

Before being accepted into the Florida Physical Education Item Bank, all graphics and items must pass several levels of review as part of Florida’s development process. Florida educators in conjunction with the DOE and the LEAs scrutinize all graphics and items prior to accepting them for placement in the item bank. The graphics and items are reviewed for content characteristics, potential bias, and any issues of concern to Florida stakeholders. Concerns expressed during the reviews must be resolved satisfactorily before the graphics and items are placed in the item bank.

Review of Graphics

A committee made up of select Florida educators with experience and expertise in physical education instruction at the appropriate grade levels review graphics for potential use in the Physical Education Item Bank. Of extreme importance is the vital role the educators play in determining the appropriateness of the graphics for test item use. After reviewing graphics, the committee must reach a consensus as to whether a particular graphic will be used in the Physical Education Item Bank. Each factor considered in this review process is identified in the Criteria for Selecting Graphic Stimulus Material section.

Review of Test Items

The DOE, the LEAs, and a committee made up of select Florida educators with experience and expertise in physical education instruction at the appropriate grade levels review all test items during the item development process. The content specialists at the DOE review and edit items, judging them for overall quality and suitability for the tested grade level.

Groups of Florida educators are convened to review the items for content characteristics and item specifications alignment. This review focuses on validity and determines whether an item is a valid measure of the designated NGSSS benchmark, as defined by the grade-level specifications for test items.

The physical education items in the Florida Physical Education Item Bank are field tested in Florida to ensure clarity of items before they count toward a student’s score. In the event an item does not test well, it is either deleted or revised. Revised items will again require field testing prior to being scored.


Review for Potential Bias and Sensitivity Issues

Both the graphics and the items are reviewed by a group of Florida educators for the following kinds of bias: gender, racial, ethnic, linguistic, religious, geographic, and socioeconomic. Reviews also include a consideration of issues relevant to individuals with disabilities.

The purpose for the sensitivity review is to ensure that the primary purpose of assessing physical education knowledge is not undermined by inadvertently including in the test any material that is deemed inappropriate. Reviewers consider the variety of cultural, regional, philosophical, political, and religious backgrounds throughout Florida and determine whether the subject matter will be acceptable to Florida students, their parents, and other members of Florida communities. Issues of sensitivity are distinct from bias because sensitivity issues do not necessarily affect student success on an item, whereas bias may. Examples of sensitive topics for Florida students include wildfires, hurricanes, or other topics that may be considered offensive or distracting to students.


UNIVERSAL DESIGN

The application of universal design principles helps develop assessments that are usable by the greatest number of test takers, including those with disabilities and nonnative speakers of English. To support the goal of providing access to all students, the test maximizes readability, legibility, and compatibility with accommodations, and test development includes a review for potential bias and sensitivity issues.

In addition, because the Hard-to-Measure Content Areas item banks are assessing students’ ability to apply the content and skills that the students have learned in class through activities that demonstrate the attainment of the required skills, the nature of the questions as well as the scored products will differ from those commonly used in standardized assessments. However, even with the inclusion of video components and audio components, both as stimulus materials and as evidence for completed activities, the principles of universal design must be maintained so that students’ scores reflect knowledge of the constructs being assessed and not extraneous features of the task.

During the initial development of the Florida Physical Education Item Bank, both internal and external reviewers revised items and tasks to allow the widest possible range of student participation. Item writers must attend to the best practices suggested by universal design, including but not limited to the following:

• Reduction of wordiness • Avoidance of ambiguity • Selection of reader-friendly construction and terminology • Consistently applied concept names and graphic conventions


Universal design principles also inform decisions about test layout and design, including, but not limited to, type size, line length, spacing, and graphics.

Throughout the development process for the Florida Physical Education Item Bank, these elements are carefully monitored. The review processes and field testing are used to ensure appropriateness, clarity, and fairness.


CRITERIA FOR SELECTING GRAPHIC STIMULUS MATERIALS

Many of the physical education items will have accompanying graphic stimulus materials; therefore, it is important to select stimuli that will render as high-quality images for both computer displays and print copies. Stimuli may include, but are not limited to, illustrations, photographs, and video. People appearing in photographs and video should preferably be of approximately the age of the respective grade.

Types

The purpose of the physical education items is to measure student achievement in understanding the appropriate way to perform specified activities, the skills necessary to engage in these activities, the proper use of the equipment required in certain sports, and the safety measures necessary when participating in physical activities and sports. Physical activities contain the aspect of dimensionality and time sequence; for example, the proper form and technique for throwing a baseball overhand. Therefore, the stimulus material for some items may have to be either a series of still shots or a short video of the activity. The stimuli for items will include black and white line drawings, color drawings, photographs, and video clips. The use of photographs and video clips will allow some display of the aspects of the dimensionality and time sequence of a physical activity.

Black and white line drawings should be clear and should demonstrate the focus of the question without superfluous background material present. They should not contain excessive shading that makes the focus of the graphic difficult to immediately discern.

Color drawings should be clear and should demonstrate the focus of the question without superfluous background material present. They should not contain excessive shading that makes the focus of the graphic difficult to immediately discern.

Photographs should be clear and should demonstrate the focus of the question without superfluous background material present. They should not contain excessive shading that makes the focus of the photo difficult to immediately discern.

Video clips should be clear and should demonstrate the focus of the question without superfluous background material present. They should not contain more than two or three people engaged in the activity that is being illustrated. The clip should start at a static position and then show


the action to be illustrated clearly from the start to the finish. The clip should last between 10 and 30 seconds.

Sources

Graphics should be non-copyrighted in the public domain or produced or commissioned by the item writer expressly for the Florida Physical Education Item Bank and should represent a wide variety of activities and sports. Commissioned graphics produced by the item writers for the Florida Physical Education Item Bank and related products will be the property of the DOE.

Characteristics

Graphics must be clear and easy to reproduce as well as authentic. Graphics that require the test taker to have prior or specialized knowledge that is not consistent with the NGSSS should not be included.

Graphics must function as intact pieces. They must also contain the recognizable key concepts that they are intended to illustrate.

Graphics produced for the Florida Physical Education Item Bank should reflect the same qualities of art expressed in the NGSSS. Graphics should present subject matter that is grade-level appropriate.

The selection of public domain graphics must follow the same rigorous review process as do all other types of graphics. They should be reviewed by the item writer for any bias and sensitivity issues and grade-level appropriateness.

Content

Graphics should be interesting and appealing to students at the grades for which the graphic is intended. Graphics at a given grade level should include a range of age-appropriate images, drawings, photos, or videos. Also, graphics should contain conceptually appropriate and relevant subjects. Graphics with controversial or offensive content should not be included in the item bank. Confusing or emotionally charged subjects should also be avoided. References to trademarks, commercial products, and brand names should not be included.

Modifications

A public domain graphic should not be modified but should be shown as intended by the producer. This means that a public domain graphic that includes potentially offensive or


upsetting materials should not be included in the items. However, a commissioned graphic developed specifically for the Florida Physical Education Item Bank that is otherwise appropriate may be modified to remove or replace offensive or grade-level inappropriate material.

Graphic Features

Graphics may include text boxes and other labels, legends, keys, and captions. Graphics should also reflect multicultural diversity and avoid gender stereotyping.

Item writers must not develop items for which the correct response depends on recognition of color. If a reference to color is used in an item, the color must be labeled with appropriate text. All graphics must be high quality.

Diversity

Graphics should bring a range of cultural diversity to the test. Characters, settings, and situations should reflect the variety of interests and backgrounds that make up Florida’s student population. Graphics should represent and/or be created by people of different cultures and races; however, culture- or region-specific graphics should not create an advantage or a disadvantage for any particular group of students with a particular characteristic, including gender, race, ethnicity, religion, socioeconomic status, disability, or geographic region. These kinds of graphics must include text with sufficient information to allow a student to answer the question.

Length of Video Clip

Video clips should be a maximum of 1 minute long. Because video clips will increase the testing time for an item, having students watch a 2- or 3-minute video clip to answer one multiple-choice question is not an effective use of testing time. In addition, younger students may become inattentive and thus miss the salient features of the clip. Therefore, video clips should last no longer than 1 minute for kindergarten, first-grade, and second-grade students.


EVIDENCE-CENTERED DESIGN

Evidence-centered design provides a schema for the development of the constructed-response items and performance tasks in the Florida Physical Education Item Bank. Evidence Centered Design makes explicit a structured item creation process:

1. Begin from a clear statement of the proficiencies to be measured.

2. Identify the student responses that provide evidence of those proficiencies.

3. Define the constructed-response items that require the types of student responses identified in step 2.

In many ways, this process is a straightforward extension of a classic approach to assessment (define a framework or content standards, develop item specifications, and write items meeting the specifications). What it adds is an explicit recognition that each item or task provides response-based evidence of proficiencies.

Evidence-centered design is operationalized in the Florida Physical Education Item Bank’s scoring rubrics with the use of scoring assertions that will guide item developers in the design and development of targeted constructed-response items and performance tasks. A scoring assertion consists of (1) a statement of the competency that is to be demonstrated if the assertion is true and (2) the student response or response characteristic that provides evidence for the presence of this competency. For example, a performance task may be designed to assess the competency of striking an object continuously using a paddle/racquet while demonstrating correct technique of a forehand pattern. The task may target two proficiencies: (1) striking a ball more than once or continuously on a racquet or paddle and (2) demonstrating a correct forehand pattern. The scoring assertion for the first proficiency would include a verbal expression of the proficiency along with a representation of the particular evidence that the response would have to exhibit (e.g., “… successfully bounces the ball 10 times on the racquet”). Scoring assertions for the second would be similar but would look for evidence of a “correct forehand pattern,” such as correct grip on the racquet and correct motion of the arm and wrist. By explicating the exact actions the student must perform as well as the evidence of this proficiency in the rubric for the performance tasks allows the direct link between the proficiency and the evidence for the attainment of that proficiency.


CRITERIA FOR THE FLORIDA PHYSICAL EDUCATION ITEMS

The Florida Physical Education Item Bank contains four types of items: multiple-choice items, constructed-response items, technology-enhanced items, and performance tasks.

Item Style and Format

This section presents stylistic guidelines and formatting directions that item writers should follow while developing items for the Florida Physical Education Item Test Bank. Items should be written to measure the knowledge and skills in the designated benchmarks with the underlying expectation that students demonstrate grade-appropriate critical thinking.

General Guidelines

• Items should be clear and concise, using vocabulary and sentence structure appropriate for the assessed grade level.

• Items should be written in the active voice and not the passive voice (e.g., instead of The ball was thrown by the student…, use The student threw the ball…).

• Items should not contain negative stems; therefore, stems should not include the words NOT, EXCEPT, or LEAST.

• Masculine pronouns should not be used to refer to both sexes. Plural forms should be used whenever possible to avoid gender-specific pronouns (e.g., instead of The student will make changes so that he…, use The students will make changes so that they…).

• As needed, item stems may be constructed using more than one sentence.

Multiple-Choice Items

Definition

A multiple-choice item contains a question and four answer choices for grades 6–8. One of the choices is the correct answer and the other two or three choices are incorrect. The incorrect choices must be plausible, for their purpose is to draw the students who have not fully mastered the concept that is being assessed; for example, a common misconception might be used as an incorrect choice.


Multiple-choice items can assess one or more benchmarks and can range from low to high complexity. A multiple-choice item takes approximately 1 minute of testing time to answer. Each item is worth 1 raw score point.

Terminology

Listed below are the definitions of the specific terms used for the parts of a multiple-choice item along with a sample item with each of the terms identified.

Stem: The statement of the question

Options: The answer choices

Key: Correct answer choice

Distractors: Incorrect answer choices

Marco is feeling stressed about an upcoming test. Which physical activity provides a healthy way for Marco to help relieve his stress? Stem

A. Taking a nap

*B. Going for a walk Key Options

C. Watching television Distractors

D. Eating a bag of candy


Criteria

• Multiple-choice items should take approximately 1 minute of testing time per item to answer.

• Multiple-choice items are worth 1 point each.

• Multiple-choice items should have three answer choices (grades K–2) or four answer choices (grades 3–8).

• Multiple-choice items should have only one correct answer.

• Multiple-choice items should have directed stems, not undirected stems (e.g., Which of the following statements is true?). That is, students should be able to answer the question without first looking at the answer choices.

• One-word answer choices should be arranged alphabetically and be balanced in the use of words beginning with a vowel or a consonant. Answer choices should be parallel in reference to parts of speech (i.e., options may all be the same part of speech, or may all be different parts of speech). Answer choices of more than one word should be arranged by length; short to long or long to short, depending on the position of the correct answer.

• Answer keys should not be the only options to contain words or phrases used in the item stem.

• Answer keys should not be the only positively or negatively worded options.

• Distractors should relate to the context of the question. Distractors should be incorrect but plausible based on the topic of the question.

• Outliers should be avoided because they are answer choices that clue the student or draw the student’s attention away from the other answer choices. Outliers often contain grammatical clues and may involve answer choices that are longer or more specific than other answer choices. A common type of outlier occurs when a date or a proper noun appears in only one of the options, or not in one of the options and in all the other options, in which case the option without the date or noun is the outlier.

• Answer choices that are opposite of correct answer choices should not be used as distractors.

• Answer choices should not include No changed needed, Correct as is, None of the above, All of the above, etc.

• Answer choices such as Not enough information or Cannot be determined should not be used.


Constructed-Response Items

Definition

Constructed-response items require students to provide an oral or written response. These questions typically ask students to describe, discuss, explain, or critique a work of art, the procedures used, or the choice of media. Constructed-response items have multiple ways in which students can respond correctly. These items can be worth 2 or 4 points depending on the complexity required for a complete response.

Constructed-response items can assess one or more benchmarks and can range from low to high complexity. A constructed-response item takes approximately 3 to 7 minutes of testing time to answer and each item is worth 2 or 4 score points.

Terminology

Listed below are the definitions of the specific terms used for the parts of a constructed-response item along with a sample item with each term identified.

Prompt: The written statement of the question the student must answer

Rubric: A description of how to score the student’s response

Score Points: The number of points that can be awarded for a response

Score Point Descriptors: The student response that is required for each score point

The following item sample illustrates the appropriate format for a short constructed-response item for grades 3–8.

Prompt:

Describe two ways you can respond when you are being pressured by your friends to do something you know is wrong.

Exemplar Response:

You could say that you are busy and cannot participate, or you could recommend a positive activity, such as playing soccer, instead of the negative activity the friends are recommending.

Item Rubric 2 points The student identifies two ways to avoid peer pressure that are positive. 1 point The student identifies one positive way to avoid peer pressure. 0 points The response indicates inadequate or no understanding of the concept needed

to answer the item. The student may have written on a different topic or written, “I don’t know.”


Short Constructed-Response Item

The sample item below shows the format for a grades 2–8 short constructed-response item with the item-specific rubric. In this sample, the question prompt is presented first, followed by the rubric with the applicable score points. A short constructed-response item is worth from 0 to 2 points.

Prompt:

Daniel is trying to stop Hailee from scoring a point in a modified basketball game. Hailee has to dribble past Daniel and put the ball in a basket to score a point.

Which way should Daniel be facing in relation to Hailee if he wants to stop her from getting past him to the goal? Why should he face this way?

Exemplar Response:

The offensive player could shield the ball with their body to stop the defender from taking the ball away. Another strategy they could use to keep the defender from taking the ball away is to change directions while controlling the ball.

Item Rubric 2 points The student identifies that Daniel should be facing Hailee

AND The student identifies at least one reason Daniel should be facing Hailee, including but not limited to: Daniel can keep himself between Hailee and the goal Daniel can see where Hailee is trying to move Daniel could be able to block Hailee’s shot

1 point The student identifies that Daniel should be facing Hailee OR The student identifies at least one advantage of facing the correct direction without identifying what the correct direction is.

0 points The response indicates inadequate or no understanding of the concept needed to answer the item. The student may have written on a different topic or written, “I don’t know.”


Criteria

• SCR items take approximately 3 minutes of testing time to answer and require a phrase or a sentence as a response. They are worth 2 points each.

• SCR items should require a more complex response than a multiple-choice item permits.

• SCR items should not ask for a yes or no response.

• SCR items should contain enough information to focus the student on the task that must be accomplished.

• SCR items should indicate the amount and type of information that must be included in the response.

• SCR items should not ask for multiple repetitions of the same task to gain additional points.

• SCR items with two parts should not include score point dependencies, that is, achieving points on the second part of the item should not depend on a correct response to the first part of the item.

• SCR items should present a task that can be completed in the time allotted for the question type.

• SCR items should permit multiple solutions to the task presented in the prompt.

• SCR items should have rubrics that are clearly aligned to the task presented in the prompt.

• SCR items must be accompanied by a rubric or scoring guideline that lists the anticipated responses and the point value for each of the responses.

• SCR item rubric score point descriptions should clearly delineate what a student must do to earn each point.

• SCR item rubrics should not contain scoring rules that do not correspond to what is asked in the prompt.

• SCR item rubrics should contain unambiguous response exemplars.

• After SCR items are field-tested, sample student papers should be included in the rubrics to provide student-generated exemplars for each score point.


Performance Tasks

Definition

Performance tasks require students to demonstrate knowledge of the content. They can be asked to perform an action, provide a verbal response to a standard set of questions, or be given a standard set of materials with which to show an understanding of a concept.

Performance tasks can assess one or more benchmarks and can range from medium to high complexity. A performance task takes approximately 5 to 10 minutes of testing time to answer, and each item is worth 1 to 4 score points.

Terminology

Listed below are the definitions of the specific terms used for the parts of a performance task along with a sample task with each term identified.

Materials: The materials that must be provided for the students

Setup: The setup for the presentation of the task

Prompt: The directions that are stated prior to the student’s beginning the task

Rubric: The scoring guidelines for a student’s response

Score Points: The points that can be awarded for a response

Score Point Description: The student response that will earn each of the score points


Materials:

Five-pound weight or other object that can be used for resistance during arm-strength training, such as weighted bars or resistance bands.

Setup:

Hand the student the weight.

Prompt:

Say: “Pick up the weight and do 10 biceps curls on each arm.” Say: “Then, do 10 lateral raises on each arm.”

Item Rubric 2 points The student completes 10 biceps curls and 10 lateral raises on each arm. 1 point The student completes 10 biceps curls on each arm.

OR The student completes 10 lateral raises on each arm.

0 points The student is unable to perform the task, does not understand how to complete the task, or unsuccessfully completes the task.

The sample task above shows the format for a grades K–8 performance task along with its item-specific rubric. In this sample, the materials, the task setup, and the specific prompt are presented first. They are followed by the rubric with the applicable score points. A performance task can be worth from 1 to 4 points.

Criteria

• Performance tasks should take no more than 15 minutes of testing time to answer and require the completion of an activity. They are worth from 1 to 4 points each.

• Performance tasks should permit multiple solutions to the task presented in the prompt.

• Performance tasks should refer to and use materials, tools, and techniques that are appropriate classroom activities for students.

• Performance tasks must be accompanied by a rubric or scoring guideline that lists descriptions of anticipated responses and the point value for each of the responses.

• After performance tasks are field-tested, sample student papers should be included in the rubrics to provide student-generated exemplars for each of the score points.


• Performance tasks should adhere to all the general guidelines and the constructed-response guidelines listed above.

Scope of Items

The scope of the Florida Physical Education Item Bank for grades K–8 is presented by the NGSS benchmarks for these grades. The benchmarks serve as the objectives to which the test items are written. There may be additional specification or restrictions by grade level, and these are provided in the content limits section of the item specifications listed under each benchmark.


COGNITIVE COMPLEXITY OF THE FLORIDA’S PHYSICAL EDUCATION ITEMS

The degree of challenge for items in the Florida Physical Education Item Bank is currently categorized by cognitive complexity.

Cognitive Complexity

Cognitive complexity refers to the cognitive demand associated with an item. The cognitive classification system is based on Dr. Norman L. Webb’s Depth of Knowledge (DOK) levels. 1

The categories—low complexity, moderate complexity, and high complexity—form an ordered description of the demands an item may make on a student. For example, low-complexity items may require a student to solve a one-step problem. Moderate-complexity items may require multiple steps. High-complexity items may require a student to analyze and synthesize information. The distinctions made in item complexity ensure that items will assess the depth of student knowledge at each benchmark. The intent of the item writer weighs heavily in determining the complexity of an item.

The rationale for classifying an item by its DOK level of complexity focuses on the expectations made by the item, not on the ability of the student. When an item’s demands is classified on thinking (i.e., what the item requires the student to recall, understand, analyze, and do), it is assumed that the student is familiar with the basic concepts of the task. Test items are chosen for the Physical Education item bank on the basis of the NGSSS and their grade-level appropriateness, but the complexity of the items remains independent of the particular curriculum a student has experienced. The cognitive complexity of an item depends on the grade level of the assessment; an item that has a high level of cognitive complexity at one grade may not be as complex at a higher grade.

The pages that follow illustrate some of the varying demands that items might make at each complexity level for the Florida Physical Education Item Bank. Note that items may fit one or more descriptions. In most instances, these items are classified at the highest level of complexity demanded by the item. Caution must be used in referring to the table (page 26) that describes activities at each cognitive complexity level. This table is provided for ease of reference, but the ultimate determination of the item complexity should be made considering the overall cognitive demand placed on as student.

Item writers are expected to evaluate their items in terms of cognitive complexity and include this on the item template. Items should generally be targeted to the highest level of complexity as appropriate to the assessed benchmark, although some benchmarks 1 Webb, N. L. et al. (2005). Webb alignment tool. Madison: University of Wisconsin-Madison, Wisconsin Center for Educational Research. http://www.wcer.wisc.Edu/WAT/index.aspx.


call for items at varying level. When this is the case, writers should take care to cover the range of levels that are appropriate and not create items only at the lower ranges.

Low Complexity

The Florida Physical Education Item Bank low-complexity items require students to recall, observe, question, or represent basic physical education facts. For a low-complexity item, students are expected to demonstrate simple skills or abilities. A low-complexity item requires only basic understanding—often verbatim recall or simple understanding of a physical education term or process.


Below is an example of a low-complexity item.

Which opportunity at school will help you become physically active?

A. Joining the art club

*B. Joining the swim team

C. Participating in the choir

D. Running for student council


Moderate Complexity

The Florida Physical Education Item Bank moderate-complexity items require two steps: identification and subsequent processing of that information. Students are expected to make inferences and may encounter items that include words such as “classify,” “organize,” and “compare.” Depending on the objective of a particular moderate-level item, students may also be required to explain, describe, or identify cause and effect relationships.

Below is an example of a moderate-complexity item.

Which skill-related fitness component is the girl using?

A. Agility

*B. Balance

C. Power

D. Speed


High Complexity

The Florida Physical Education Item Bank high-complexity items make heavy demands on student thinking. Students may be asked to explain, generalize, or make multiple connections. High-complexity items require several steps involving abstract reasoning and planning. Students must be able to support their thinking.

Below is an example of a high-complexity item.

How can you use the biomechanical principle of torque to improve your performance in a flying disc game?


The following table is provided for ease of reference; however, caution must be used in referring to this table describing activities at each cognitive complexity level. The ultimate determination of an item’s cognitive complexity should be made considering the intent of the overall cognitive demand placed on a student.

Examples of Florida’s Physical Education Items

Across Cognitive Complexity Levels

Low Complexity

Moderate Complexity

High Complexity

Which two activities help improve flexibility?

What is an example of a vigorous physical activity that you can do on most days?


What should you do in order to stretch safely?

What is a symptom of heat stroke?

Which is a long-term benefit of regular physical activity?

How would you apply the principle of frequency of improve a volleyball serve?

How is using a croquet mallet different from using a golf club?

How can you use the biomechanical principle of torque to improve your performance in a flying disc game?

Why is the sequence of events in a gymnastic routine important?


GUIDELINES FOR ITEM WRITERS

Florida’s Physical Education item writers must have a comprehensive knowledge of the assessed Physical Education curriculum and a strong understanding of the cognitive abilities of the students taking the test. Item writers should know and respect the guidelines established in the Specifications as well as appreciate the spirit of developing test content that allows students to perform at their best. Item writers are also expected to use their best judgment in writing items that measure the Physical Education benchmarks of the NGSSS without introducing extraneous elements that may interfere with the test’s validity.

Item writers for the Florida Physical Education Item Bank must submit items in a particular format and must include the following information about each item. Because items are rated by committees of Florida educators following submission to the LEA, familiarity with the directions for rating items would prove useful to all item writers.

Format Item writers must submit items in the agreed-on template. All appropriate sections of the template should be completed before the items are submitted.

Sources Item writers are expected to provide sources for all images in the item. Acceptable sources for art work are public domain sources that do not require copyright fees for use. Photos of student images and videos must be accompanied by a completed permission form.

Correct Response

Multiple-Choice Items: Item writers must indicate which option is the correct answer. Constructed-Response Items: Item writers must provide a scoring rubric that includes the required ideas/wording that must be present for each score point. Technology-Enhanced Items: Item writers must provide a scoring rubric that describes the required actions that students must perform for each score point. Performance Tasks: Item writers must provide a scoring rubric that clearly delineates the activities or actions that must be present for each score point.

Option Rationales

Multiple-Choice Items: All options of a multiple-choice item must be accompanied by a rationale. For the correct option (key), the rationale must state why the option is correct based on the Physical Education benchmark being assessed. For each incorrect option (distractor), the rationale must state why the option is plausible and why it is incorrect based on the physical education benchmark being assessed.


Cognitive Complexity

Item writers are expected to evaluate their items in terms of cognitive complexity and include this information on the item template. Items should generally be targeted to the highest level of complexity as appropriate to the assessed benchmark, although some benchmarks call for items at varying levels. When this is the case, writers should take care to cover the range of levels that are appropriate and to not create items only at the lower ranges.

Submission of Items

When submitting items, item writers must balance several factors. Item submissions should

• include items for the benchmarks and grade levels assigned to the item writer;

• include items of varying difficulty; • include items at or above the cognitive complexity level of the

assigned benchmarks; • have an approximate balance of the correct response between

the answer choices for multiple-choice items; • have an equal balance of male and female names and include

names representing different ethnic groups in Florida; • have an equal balance of male and female students at the

appropriate grade level in stimulus and/or option photographs and drawings; and

• have an equal balance of ethnic groups in Florida represented in stimulus and/or option photographs and drawings.

Electronic Submission

Items will be submitted directly into the Florida State Item Banking Platform following the procedures provided.


GUIDE TO THE GRADE LEVEL SPECIFICATIONS

Benchmark Classification System

Each benchmark in the NGSSS is coded with a system of numbers and letters.

• The two letters in the first position of the code identify the Subject Area (e.g., PE for Physical Education).

• The number in the second position (first number) represents the Grade Level.

• The number in the third position (second number) represents the Strand, or category of knowledge, to which the benchmark belongs. In Physical Education, the Florida Physical Education Item Bank includes five strands. Strand 1: Movement Competency Strand 2: Cognitive Abilities Strand 3: Lifetime Fitness Strand 4: Responsible Behaviors and Values Strand 5: Innovation, Technology, and the Future

• The number in the fourth position of the code represents the Standard for the benchmark.

• The number in the fifth position shows the specific Benchmark that falls under the specified strand and within the standard.

PE.6.C.1.8

Subject Area

Physical Education

Grade

6-8

Strand

Cognitive Abilities

Standard

Benchmark Prepare a log noting the food intake, calories consumed, and energy expended through physical activity and describe results.

Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement performance in a variety of physical activities.


Physical Education

Grade 6-8 Strand 2 Cognitive Abilities Standard 1 Identify, analyze, and evaluate movement concepts,

mechanical principles, safety considerations, and strategies/tactics regarding movement performance in a variety of physical activities.

Benchmark 8 Prepare a log noting the food intake, calories consumed, and energy expended through physical activity and describe results.


Definitions of Benchmark Specifications

The Specifications documents identify how Florida’s NGSSS benchmarks are assessed in the Florida Physical Education Item Bank at grades K–8. For each benchmark assessed in Physical Education, the following information is provided in each grade-level Specifications section.

Strand A strand is a broad category of knowledge within a content area in the NGSSS. The strands are the same for all grade levels.

Standard Each standard is a general statement of expected student achievement within a strand at each grade level in the NGSSS.

Benchmark Benchmarks are grade-level specific statements of expected student achievement under each Physical Education standard. In some cases, two or more related benchmarks are grouped together because the assessment of one benchmark necessarily addresses another benchmark. Such groupings are indicated in the benchmark statement.

Clarification The clarification statement explains how the achievement of the benchmark will be demonstrated by students for each specific item type. Clarification statements explain what the student will do when responding to items of each type.

Content Focus The content focus defines the specific content measured by each Physical Education item.

Content Limits The content limits define the scope of content knowledge that will be assessed (e.g., specific elements that can be compared or contrasted) and in some cases indicate areas of the benchmark that will not be assessed. For some benchmarks, additional information is provided to clarify specific directions in developing test items.

Stimulus Attributes

Stimulus attributes define the types of stimuli that will be used in the development of items, including appropriate context or content suitable for assessing the particular benchmark.

Distractor Attributes

The distractor attributes for multiple-choice items give specific descriptions of the distractors for items at each grade level.

Sample Items Sample items that assess each benchmark are provided at each grade level for each acceptable item format. The sample items are presented in a format similar to those on the test, and the correct answer or scoring rubric for each sample item is provided.



SPECIFICATIONS FOR

M/J FITNESS



Benchmark: PE.6.M.1.1

Strand: Movement Competency

Standard: 1. Demonstrate competency in many and proficiency in a few movement forms from a variety of categories (Fitness/Wellness, Educational Gymnastics/Education Dance)

Benchmark: PE.6.M.1.1 Demonstrate movements designed to improve and maintain cardiorespiratory endurance, muscular strength and endurance, flexibility, and proper body composition.

Clarification: Performs activities or movements that improve at least one component of health-related physical fitness.

Performance Level Descriptor: To demonstrate proficiency, students will perform short tasks that are tailored to at least one component of health-related physical fitness, such as jogging, stretching, and push-ups.

Content Focus: Activities for the components of physical fitness

Content Limits: The performance and identification of movements to show competency in each component of physical fitness are limited to:

• Cardiorespiratory: jogging, jumping jacks, skipping, jumping rope, moving through cone patterns

• Muscular strength and endurance: sit-ups, push-ups, chin-ups, plyometrics • Flexibility: static stretching, yoga

Recommended DOK Level: Moderate

Item Types:

• Performance Task


Sample Performance Task:

Materials:

• Gym, track, basketball court, or open space for running and stretching • 4 cones

Setup:

• Place the four cones in a square, which each cone 60 feet apart

Prompt:

• Say: “Move around the cones in a way that is meant to improve cardiorespiratory endurance. Complete one lap around the cones. Then, perform one stretch designed to improve leg flexibility.”

Item Rubric 2 points The student successfully travels one lap around the cones while performing a

movement that is meant to improve cardiorespiratory endurance, including but not limited to:

• Jogging • Running • Skipping • Sliding

AND The student successfully performs one stretch designed to improve leg flexibility.

1 point The student successfully travels one lap around the cones while performing a movement that is meant to improve cardiorespiratory endurance OR The student performs one stretch designed to improve leg flexibility.






Benchmark: PE.6.M.1.2 Perform at least three different activities that achieve target heart rate.

Clarification: Keeps heart rate within a target heart rate zone while performing three different aerobic activities.

Performance Level Descriptor: To demonstrate proficiency, students will complete an aerobic activity to cause heart rate to rise within a target zone and will continue with two other activities, keeping the heart rate within this zone, for a specified amount of time.

Content Focus: Heart rate, aerobic activity

Content Limits: Content for Performance Tasks is limited to:

• Target heart rate must be maintained for no more than 45 seconds. • The aerobic activity specified takes no longer than 90 seconds to raise the heart rate. • The aerobic activity is appropriate to a middle-school level and conducive to measuring

heart rate and includes but is not limited to: - Running - Jumping jacks - Sit-ups/pull-ups


Item Types:




Materials:

• Open area • Jump rope • Heart-rate monitor • Stopwatch or other timekeeping device

Setup:

• Give the student a heart-rate monitor, if available • Have the student check pulse by hand, and provide timekeeping device as needed

Prompt:

• Say: “Take your heart rate with the heart-rate monitor.” • Say: “On my command, jog in the designated area for 90 seconds.” (NOTE: the student

may jog in place.) • Say: “Go.” • When the student has finished jogging for 90 seconds, have him or her stop and check

the heart-rate monitor or timekeeping device. • Now give the student the jump rope. Say: “Jump rope as many times as you can for 90

seconds. Go.” • When the student has jumped rope for 90 seconds, have him or her stop and check the

heart-rate monitor. • Say: “Do as many jumping jacks as you can for 90 seconds. Go.” • When the student has done jumping jacks for 90 seconds, have him or her stop and

check the heart-rate monitor.

Note: The student’s heartbeat should range from 24 to 30 beats per 10 seconds (144-180 beats per minute) immediately following exercise.

Item Rubric 2 points The student completes all the activities without any rest and meets the target heart

rate for at least two of the three activities. 1 point The student completes the activities but stops once or twice during the 90 seconds,

and his or her heart rate is plus or minus two beats per 10 seconds off the target heart rate.

0 points The student is unable to perform the task, does not understand how to complete the task, or unsuccessfully attempts the task.





Benchmark: PE.6.M.1.3 Demonstrate the principles of training (overload, specificity, progression) and conditioning (frequency, intensity, time, and type) for specific physical activities.

Clarification: Describes, explains, or demonstrates various ways that at least one principle of training or principle of conditioning can be applied to specific exercises.

Performance Level Descriptor: To demonstrate proficiency, students will describe, explain, or demonstrate ways that at least one principle of training or principle of conditioning can be applied to various forms of exercise, including physical activities, movements, games, or sports.

Content Focus: Principles of physical fitness

Content Limits: Content is limited to:

Principles of Training Principles of Fitness/Conditioning (F.I.T.T.)

• Overload • Progression • Specificity

• Frequency • Intensity • Time • Type


Item Types:

• Multiple Choice • Short Constructed-Response

Multiple-Choice Attributes:

• Each item will have four options. • Options will appear as illustrations, photos, short phrases, or single words. • All options will appear vertically.

Distractors may include, but are not limited to:

• Photos, illustrations, or descriptions of incorrect principles or activities • Photos, illustrations, or descriptions of effects that do not match the situation described

in the stem


Sample Multiple-Choice Item:

Jonny is going to the fitness center and increasing his weight lifting by two pounds per week.

Which principle is he applying?

A. Frequency

B. Intensity

*C. Progression

D. Specificity

Sample Short Constructed-Response Item:

Prompt:

Marisa wants to improve her dancing skills. She practices her leaps once per week for 20 minutes and stretches three times a week on Tuesdays, Wednesdays, and Thursdays.

How can Marisa apply the principles of time and frequency to her practice routine to improve her skills?

Exemplar Response:

Marisa can increase her leap practices to two or three times a week, and she can alternate her stretching to every other day.

Item Rubric 2 points The student identifies two changes that Marisa can make in her practice routine

(increases in frequency and time). 1 point The student identifies one change that Marisa can make in her practice routine. 0 points The response indicates inadequate or no understanding of the concept needed to

answer the item. The student may have written on a different topic or written “I don’t know.”





Benchmark: PE.6.M.1.5 Perform movements using a variety of equipment which lead to improved or maintained muscular strength and endurance.

Clarification: Performs or demonstrates activities that improve or maintain muscular strength and endurance.

Performance Level Descriptor: To demonstrate proficiency, students will perform movements that improve or maintain muscular strength and endurance.

Content Focus: Activities for muscular strength and endurance

Content Limits: Content includes but is not limited to:

• Push-ups (e.g., using medicine balls, etc.) • Cur-ups (e.g., using medicine balls, resistance bands, etc.) • Jumping rope (e.g., using weighted ropes, etc.) • Weights (e.g., free weights, machines, resistance bands, weight bars, etc.)


• Item Types:




Materials:

• Five-pound weight or other object that can be used for resistance during arm-strength training, such as weighted bars or resistance bands.

Setup:

• Hand the student the weight.

Prompt:

• Say: “Pick up the weight and do 10 biceps curls on each arm.” • Say: “Then, do 10 lateral raises on each arm.”








Benchmark: PE.6.M.1.11 Apply proper warm-up and cool-down techniques.

Clarification: Identifies, describes, explains, or performs warm-up and cool-down techniques for stated activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, explain, or perform movements that can be used for warm-up or cool-down before and after physical activity.

Content Focus: Warm-up and cool-down


• Warm-up: dynamic stretching, agility movements (e.g., high knees, grapevine), jogging, brisk walking, other movements targeting cardiorespiratory activity

• Cool-down: light jogging, walking, static stretching


Item Types:





• Photos, illustrations, or descriptions of cool-down activities when the stem asks for warm-up techniques or vice versa

• Photos, illustrations, or descriptions of physical activities that would not assist in warming up or cooling down

• Photos, illustrations, or descriptions of incorrect warm-up or cool-down activities



What is a consequence of skipping a cool-down after participating in physical activity?

A. Muscles sprains and strains

*B. Muscle cramps and stiffness

C. Decreased muscular strength

D. Decreased cardiovascular endurance


Prompt:

List two proper warm-up techniques that apply to tennis.

Exemplar Response:

One proper warm-up technique that applies to tennis is jogging. Another is doing a leg-stretch.

Item Rubric 2 points The student correctly identifies at least two proper warm-up techniques that

plausibly apply to tennis. 1 point The student correctly identifies only one proper warm-up techniques that plausibly

apply to tennis. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.6.M.1.12 Use proper safety practices

Clarification: Identifies, describes or explains proper safety practices for different physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe or explain the correct safety practices for physical activities.

Content Focus: Safety practices


• Putting equipment away • Following the rules for use of equipment • Following the rules for a sport • Wearing the appropriate safety equipment (e.g., mouth guards, helmets) • Following safe pool rules (e.g., no diving in shallow end, no swimming during a

thunderstorm)


Item Types:

• Multiple Choice • Short Constructed Response




• Photos, illustrations, or descriptions of unsafe actions • Photos, illustrations, or descriptions of safety procedures unrelated to the activity

described in the stem



What should you always wear when riding a skateboard?

*A. Helmet

B. Gloves

C. Reflectors

D. Mouth guard

Short Constructed-Response Item:

Prompt:

Identify two safety rules that should be followed when riding a bicycle.

Exemplar Response:

One safety rule that should be followed when riding a bicycle is to wear a helmet. Another safety rule that should be followed is to always stop at stop signs.

Item Rubric 2 points The student correctly identifies two safety rules that should be followed when

riding a bicycle. These rules can be related to: • Following traffic rules (e.g., stopping at stop signs, looking both ways

before crossing the street, yielding to pedestrians) • Bicycle maintenance (e.g., air in tires, bike in operating condition) • Apparel (e.g., wearing a helmet, wearing clothing that does not hang near

the spokes) • Weather conditions (e.g., do not ride when there is lightning)

1 point The student correctly identifies one safety rule that should be following when riding a bicycle.

0 points The response indicates inadequate or no understanding of the concept needed to answer the item. The student may have written on a different topic or written “I don’t know.”


Benchmark: PE.6.C.2.1

Strand: Cognitive Abilities

Standard: 2. Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement performance in a variety of physical activities.

Benchmark: PE.6.C.2.1 Identify at least two movements or activities which lead to improvement in each of the health related components of fitness.

Clarification: Identifies at least two movements or activities that lead to improvement in each of the following health-related components of fitness: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition.

Performance Level Descriptor: To demonstrate proficiency, students will identify at least two movements or activities that lead to improvement in each of the health-related components of physical fitness (e.g., cardiorespiratory endurance activities: running, biking).

Content Focus: Health-related components of physical fitness

Content Limits: Content is limited to the following components of health-related fitness:

• Muscle strength: the ability of a muscle to exert a force to overcome a resistance. • Muscle endurance: the ability of a muscle to make repeated contractions over a period

of time. • Cardiorespiratory endurance: the ability of the heart, lungs, and muscles to perform

sustained physical activity. • Flexibility: the ability to move joints through a full range of motion • Body composition: the relative proportion of fat and lean tissue in the body.

Examples of activities for each component of physical fitness are:

• Cardiorespiratory endurance: common aerobic activities (e.g., walking, running, biking, hiking, swimming)

• Muscular strength: common strength/resistance-based activities (e.g., push-ups, squats, weights and weight machines, Pilates)

• Muscular endurance: common strength/resistance-based activities (e.g., push-ups, squats, weights and weight machines, Pilates)

• Flexibility: common stretches and flexibility-based exercises (e.g., toe-touches, sit and reach, v-stretch)

• Body composition: common aerobic activities and common strength/resistance-based activities, nutrition and healthy nutrition habits.


Recommended DOK Level: Low

Item Types:




Distractors may include, but are not limited to the following:

• Photos, illustrations, or descriptions of activities that do not match the referenced component of fitness

• Photos, illustrations, or descriptions of activities unrelated to the components of fitness


Item Stem:

Which two activities help improve flexibility?

A. Bicycling and running

B. Bicycling and toe-touch

C. Running and butterfly stretch

*D. Toe-touch and butterfly stretch



Prompt:

Identify two activities that increase the muscular strength of the upper-body.

Exemplar Response:

One way to increase the muscular strength of the upper-body is by doing push-ups. Another way to increase the muscular strength of the upper-body is by doing biceps curls.

Item Rubric: 2 points The student correctly identifies two activities that increase the muscular

strength of the upper-body. Activities include, but are not limited to: • Push-ups • Biceps curls

Triceps dips Pull-ups

• Repeatedly throwing a ball (e.g., baseball, medicine ball, shot put) 1 point The student correctly identifies one activity that increases the muscular

strength of the upper-body. 0 points The response indicates inadequate or no understanding of the concept

needed to answer the item. The student may have written on a different topic or written “I don’t know.”





Benchmark: PE.6.C.2.2 List safety procedures that should be followed when engaging in activities to improve cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition.

Clarification: Identifies safety procedures that reduce or eliminate the risk of bodily injury when performing health-related physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify safety procedures related to each component of health-related physical fitness (e.g., monitoring heart rate during cardiorespiratory activities, working with partners when using free weights during muscular strength activities).

Content Focus: Physical fitness safety procedures

Content Limits: Content is limited to identifying safety procedures that should be followed when engaging in various physical activities, including but not limited to:

• Stretches • Warm-ups • Cool-downs • Monitoring heart rate


Item Types:






• Photos, illustrations, or descriptions of procedures not related to safety



Item Stem:

What should you do in order to stretch safely?

A. Rest

B. Lift weights

C. Shoot free throws

*D. Do an aerobic warm-up


Prompt:

Identify two activities that a person should do before running in order to exercise safely.

Exemplar Response:

One activity that a person should do before he or she runs is engage in a short cardiovascular warm-up. After this, the person should engage in some gentle stretching.

Item Rubric 2 points The student correctly identifies two activities that a person should do before

running in order to exercise safely. Activities include, but are not limited to: • Various cardiovascular warm-up activities: - Jumping rope - Jumping jacks

• Various stretches - Saddle stretch - Quad stretches - Hamstring stretches - High knees - Wall stretch - lunges

1 point The student correctly identifies one activity that a person should do before running in order to exercise safely.






Benchmark: PE.6.C.2.3 Describe how each of the health-related fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition) is improved through the application of training principles.

Clarification: Describes the relationship between training principles and improved physical fitness.

Performance Level Descriptor: To demonstrate proficiency, students will be able to describe or identify connections between training principles (e.g., progression, overload, and specificity) and improved health-related fitness.

Content Focus: Training principles

Content Limits: Content is limited to the following principles of training:

• Overload: In order to achieve improvement, more than the normal load must be applied (to increase strength, lift heavier weights).

• Progression: The rate at which overload is applied (not too much weight, not too little). • Specificity: In order for a person to improve at an activity, that person must focus on that

activity (a person who wants to become a better runner must run).

Content is limited to the following components of health-related fitness:





Item Types:







• Photos, illustrations, or descriptions of activities unrelated to physical fitness


Item Stem:

Juan has been running three days per week, for 45 minutes per day, for the past six months.

Which training principles did he use to improve his running?

A. Overload

*B. Specificity

C. Muscular endurance

D. Cardiorespiratory endurance



Prompt:

Eric wants to strengthen his abdominal muscles. Which training principle should he use? Why should he use this principle to improve his abdominal strength?

Exemplar Response:

Eric should use the principle of Specificity to improve his muscular strength. He should use it so he picks the right exercises to make his abdominal muscles stronger, and not some other muscles.

Item Rubric 2 points The student correctly identifies at least one principle of training

AND The student gives a plausible explanation of why Eric should use that principle to strengthen his abdominal muscles, which shows understanding of the chosen principle.

1 point The student correctly identifies at least one training principle without an explanation. OR The student explains how to apply at least one training principle without naming or with incorrectly naming the principle.






Benchmark: PE.6.C.2.4 Describe the long-term benefits of regular physical activity.

Clarification: Describes or identifies effects of regular physical activity on long-term health.

Performance Level Descriptor: To demonstrate proficiency, students will be able to describe or identify the long-term benefits of regular physical activity.

Content Focus: Regular physical activity

Content Limits: Content is limited to describing or identifying the long-term benefits of regular activity, including but not limited to:

• Improved joint health • Weight management • Stress relief • Strong heart • Lower rates of diabetes


Item Types:





• Photos, illustrations, or descriptions of activities that do not match the referenced activity or benefit




Item Stem:


A. Having more friends

*B. Improving self-esteem

C. Making the softball team

D. Completing homework faster


Prompt:

Identify two long-term benefits of regular exercise.

Exemplar Response:

One long-term benefit of regular exercise is that it makes your heart stronger. Another long-term benefit is that it helps manage stress and improves emotional health.

Item Rubric 2 points The student correctly identifies two long-term benefits of regular exercise,

including: • Making bones stronger • Making muscles stronger • Improving lung function • Relieving stress • Improving emotional health • Strengthening the heart • Increasing endurance • Burning calories

1 point The student correctly identifies one long-term benefit of regular exercise. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.6.C.2.5 Describe the training principles of overload, progression, and specificity.

Clarification: Describes characteristics related to the principles of overload, progression, and specificity.

Performance Level Descriptor: To demonstrate proficiency, students will describe or identify specific attributes related to the principles of overload, progression, and specificity (e.g., incrementally increasing resistance level, targeting particular muscle groups).

Content Focus: Principles of Training

Content Limits: Content is limited to the following concepts:





Item Types:






• Photos, illustrations, or descriptions of procedures not related to safety



Item Stem:

How would you apply the principle of frequency of improve a volleyball serve?

*A. Serve more often

B. Serve close to the net

C. Serve with a lower net

D. Serve with a lighter ball


Prompt:

Identify two ways to apply the overload principle when a person is training.

Exemplar Response:

One way that overload can be applied when a person is training is increasing resistance by adding weight. Another way that overload can be applied in training is by increasing the number of repetitions.

Item Rubric 2 points The student correctly identifies two ways that overload can be applied, including:

• Increasing resistance by adding weight • Increasing the number of repetitions with a particular weight • Increasing the number of sets in an exercise • Increasing training time

1 point The student correctly identifies one way that overload can be applied. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.6.C.2.6 Classify activities as aerobic or anaerobic.

Clarification: Identifies, lists, compares, or contrasts aerobic and anaerobic activities.

Performance Level Descriptor: To demonstrate proficiency, students will recognize key features that distinguish aerobic activities (e.g., continual locomotive movements) from anaerobic activities (targeted, short-duration movements).

Content Focus: Aerobic and anaerobic activities

Content Limits: Content is limited to identifying or describing aerobic activities (e.g., running, jogging, dancing, swimming) and anaerobic activities (e.g., lifting weights, sit-ups, push-ups, sprinting).

• Anaerobic activity: any activity during which the body is using oxygen faster than it can replenish that oxygen.

• Aerobic activity: any activity for which the body can supply enough oxygen to allow you to continue to be active for long periods of time.


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of activities that do not match the referenced kind of activity (aerobic or anaerobic)




Item Stem:

Which activity is an anaerobic activity?

A. Running laps

*B. Lifting weights

C. Taking yoga classes

D. Jogging on a treadmill





Benchmark: PE.6.C.2.7 Determine personal target heart rate zone and explain how to adjust intensity level to stay within the desired range.

Clarification: Identifies personal target heart rate zone or identifies or explains activities that can adjust the heart rate in order to keep it in the desired range.

Performance Level Descriptor: To demonstrate proficiency, students will determine, identify, or describe personal target heart rate zone or identify or explain ways to adjust the intensity level of physical activity (e.g., jog faster, run, do jumping jacks, slow down) to keep the heart rate in the desired range.

Content Focus: Target heart rate zone

Content Limits: Content is limited to identifying and describing target heart rate and how to adjust activities or the intensity of those activities in order to stay within the desired heart rate, including but not limited to:

• Running faster • Increasing speed of repetitions • Slowing down • Jogging


Item Types:





• Photos, illustrations, or descriptions of activities that do not cause the desired change in heart rate

• Photos, illustrations, or descriptions of activities unrelated to heart rate



Kayla and Lucy are walking briskly around the school’s track. How could they increase their heart rates?

A. They could stretch.

B. They could sit down.

*C. They could jog the next lap.

D. They could decrease their speed.


Prompt:

Laurie’s target heart rate is 150-170 beats per minute.

A. If during running, her heart rate is 100 beats per minute, what should she do to increase her heart rate into her target heart-rate zone?

B. If during running, her heart rate is 190 beats per minute, what should she do to lower her heart rate into her target heart-rate zone?

Exemplar Response:

Alivia could use the log to learn whether she has a healthy diet. This would help her improve her diet by giving up fried foods and foods high in sugar and fat.

Item Rubric 2 points The student correctly identifies at least one plausible action Laurie could take

to increase her heart rate, such as running faster. AND The student correctly identifies at least one plausible action Laurie could take to lower her heart-rate, such as slowing down.

1 point The student correctly identifies at least one plausible action Laurie could take to increase her heart rate, such as running faster. OR The student correctly identifies at least one plausible action Laurie could take to lower her heart-rate, such as slowing down.






Benchmark: PE.6.C.2.8 List methods of monitoring intensity level during aerobic activity.

Clarification: Identifies ways in which heart rate can be monitored.

Performance Level Descriptor: To demonstrate proficiency, students will identify ways in which heart rate can be monitored during physical activity (e.g., heart-rate monitor, talk test, Rate of Perceived Exertion).

Content Focus: Aerobic activity

Content Limits: Content is limited to identifying methods of monitoring intensity level during aerobic activity, including but not limited to:

• Heart-rate monitor • Manually taking the pulse • Talk test: If you're able to talk while exercising, you're working out at a low-moderate

pace. If you're breathless, you're working out at a harder pace. • Rate of Perceived Exertion (RPE): A number on a scale of 0-10 that quantifies how hard

you feel you are exercising during your workout. The rating is determined by paying attention to your overall effort, fatigue, and breathing during exercise. 0 represents no effort and 10 represents maximal effort.

• Target heart rate


Item Types:





• Photos, illustrations, or descriptions of activities that do not monitor heart-rate • Photos, illustrations, or descriptions of activities unrelated to heart rate • Photos, illustrations, or descriptions of activities that do not match the activity referenced

in the stem



Which object can you use to monitor the intensity of a workout?

A. Scale

B. Pedometer

C. Sit and reach box

*D. Heart-rate monitor

Sample Short Constructed Response:

Prompt:

Identify two ways to monitor the intensity during aerobic activity.

Exemplar Response:

One way to monitor aerobic intensity is by using the “talk test.” Another way to monitor aerobic intensity is by taking a heart rate.

Item Rubric 2 points The student correctly identifies two ways to monitor aerobic activity, including:

• Talk test • Taking a heart rate • Rate of Perceived Exertion (RPE) • Heart-rate monitor

1 point The student correctly identifies one way to monitor aerobic activity. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.6.C.2.9 Explain the effects of physical activity on heart rate during exercise, recovery phase, and while the body is at rest.

Clarification: Identifies, describes, or explains the effects of physical activity on heart rate during exercise, recovery phase (at the end of physical activity), and rest.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain the effects of activity on heart rate.

Content Focus: Heart rate

Content Limits: Content is limited to identifying or explaining the effects of physical activity on heart rate:

• During exercise: A person’s heart rate increases directly with the level of exercise intensity.

• Recovery phase: The time it takes for a person’s heart to return to normal after exercise. The shorter the recovery period, the better the cardiovascular health of the person.

• Resting heart rate: The number of beats per minute while the body is at rest.


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of incorrect effects of physical activity on heart rate • Photos, illustrations, or descriptions of students engaging in activities unrelated to the

effects of physical activity on heart rate



What happens to your heart during the recovery phase?

A. It speeds up.

B. It beats harder.

*C. It beats slower.

D. It stays the same.





Benchmark: PE.6.C.2.10 Recognize the difference between fact and fallacy as it relates to consumer physical fitness products and programs.

Clarification: Identifies, describes, or explains the difference between fact and fallacy and how each is used in media, technology, or other areas relating to consumer physical fitness products and programs.

Performance Level Descriptor: To demonstrate proficiency, students identify, describe, distinguish, or explain facts and fallacies used in relation to consumer physical fitness products and programs.

Content Focus: Advertising, media, and physical fitness

Content Limits: Content is limited to identifying facts and fallacies encountered in daily exposure to health-related media and content, including but not limited to:

• Weight-loss pills • Food labels • Exercise equipment


Item Types:





• Photos, illustrations, or descriptions of facts not referenced in the item stem • Photos, illustrations, or descriptions of fallacies not referenced in the item stem • Photos, illustrations, or descriptions of facts or fallacies unrelated to physical activity or

health-related fitness



Curtis sees an advertisement for a weight-loss pill that claims to help someone lose 15 pounds in only 7 days. The advertisement says that the pill is all natural and healthy.

Which action should Curtis take to make sure that this product is safe to use?

*A. Talk to his doctor about the pill

B. Start a diet while taking the weight-loss pill

C. See how his body reacts after he starts taking the pills

D. Compare the advertisements of different weight-loss pills


Prompt:

Leo is researching advertising messages about exercise equipment. He sees that many products give true and false claims in order to make their products sell more quickly.

Identify a piece of exercise equipment and give an example of one fact about the equipment. Then, give another example of one false claim about the exercise equipment that might make someone want to buy it.

Exemplar Response:

One true fact about the ab machine is that it will help you strengthen your stomach muscles. One false claim about the ab machine is that it will give you well-defined abs in one week.

Item Rubric 2 points The student correctly identifies an example of one true fact about exercise

equipment and one false claim about that piece of exercise equipment. Examples include, but are not limited to, the following:

• Equipment: common equipment (treadmills, abdominal equipment) • True facts: any logical, commonly understood fact about the exercise

equipment benefits • False claims: any logical misunderstanding or fallacies about the benefits

of exercise equipment 1 point The student correctly identifies one example of a true fact about exercise

equipment. OR The student correctly identifies one false claim about a piece of exercise equipment.





Standard: 2: Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement performance in a variety of physical activities.

Benchmark: PE.6.C.2.11: Prepare a log noting the food intake, calories consumed, and energy expended through physical activity and describe results.

Clarification: Demonstrates ability to understand and properly record or use a food log for tracking daily calories.

Performance Level Descriptor: To demonstrate proficiency, students identify, describe, or explain calories consumed and energy expended for a food log and what this means for overall fitness/health. Alternatively, students may use given information to complete a food log.

Content Focus: Fitness tracking

Content Limits: Content is limited to foods and physical activities familiar to and appropriate for students at the middle school level. Students should not be asked to identify or provide the calories present in any given food item.


Item Types:

• Short Constructed Response



Prompt:

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Activities:

Rode bicycle, played baseball Gymnastics

Rode bicycle, played soccer

Played basketball Gymnastics

Roller-skated Swam at pool

Calories burned: 706 225 564 393 225 246 218

Meals:

Breakfast Pancakes and syrup

Cereal and milk

Cereal and milk

Cereal and milk

Cereal and milk

Cereal and milk French toast

Lunch

Spinach salad with chicken

Turkey sandwich

Turkey sandwich

Turkey sandwich

Turkey sandwich

Turkey sandwich

Hamburger, French fries, and a cola

Snack Potato chips Cheese stick Cheese stick Cheese stick Cheese stick Cheese stick Popcorn

Dinner Pizza and milk

Spaghetti and meat sauce

Roasted chicken and carrots

Pork chops, rice, and broccoli


Fish, rice, and squash

Chicken tenders, macaroni and cheese, and green beans

Calories consumed: 1985 1650 1530 1560 1650 1585 2200

Alivia has been tracking her food intake and fitness activities for the week. Identify one thing Alivia could learn from this log and explain how it could help her improve her health.


Exemplar Response:


Item Rubric 2 points The student correctly identifies one thing Alivia could learn from the food log and

explains how this could help her improve her health. What Alivia might learn from the food log:

• How many calories she takes in • How many calories she expends • How healthy her diet is • How much exercise she is doing

Improvements she could make: • She could improve her diet by avoiding food high in sugars and fat. • She could increase the amount of exercise she does by 30 minutes every

day. • She could be more mindful about what she eats on weekends.

1 point The student correctly identifies one thing Alivia could learn from the food log but does not explain how this could help her improve her health.






Benchmark: PE.6.C.2.12: List the components of skill-related fitness.

Clarification: Identifies components of skill-related fitness

Performance Level Descriptor: To demonstrate proficiency, students will identify or list skill-related components of fitness.

Content Focus: Components of skill-related fitness

Content Limits: Content is limited to identifying the skill-related components of fitness:

• Speed • Coordination • Balance • Power • Agility • Reaction time


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of activities that do not match the referenced component of skill-related fitness





A. Agility

*B. Balance

C. Power

D. Speed





Benchmark: PE.6.C.2.13 List appropriate warm-up and cool-down techniques and the reasons for using them.

Clarification: Identifies, describes or explains appropriate warm-up and cool-down activities and explains that activity’s relation to the activity it precedes.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe or explain proper warm-up and cool-down techniques that should be used before or after a specific physical activity and identify or describe the reasons why they should be used.

Content Focus: Warm-up and cool-down techniques

Content Limits: Content is limited to identifying proper warm-up and cool-down techniques and why each is important:

Appropriate warm-up and cool down activities should relate to and/or prepare for the upcoming main activity.

Reasons why warm-up is important:

• Prevents injury • Allows joints to move more efficiently • Increases muscle metabolism • Increases blood circulation

Reasons why cool-down is important:

• Reduces cramping and stiffness • Allows gradual slowing of heart rate, which helps prevent fainting • Reduces heart rate • Prevents blood from pooling in the legs


Item Types:






• Photos, illustrations, or descriptions of students engaging in activities unrelated to warming up or cooling down

• Photos, illustrations, or descriptions of students engaging in activities that do not match the stated technique


Item Stem:

Why is cooling down after exercising important?

A. It prevents muscle pulls.

B. It speeds the heart rate up.

C. It helps burn more calories.

*D. It reduces cramps and stiffness.


Prompt:

Identify two activities that could be done as part of a cool-down.

Exemplar Response:

One activity that could be done during a cool-down is 5–10 minutes of jogging. Another thing that should be done is 5–10 minutes of static stretching.

Item Rubric 2 points The student correctly identifies activities that could be done as part of a cool-

down, including: • 5–10 minutes of light cardio exercise (e.g., walking, jogging) • 5–10 minutes of static stretching (or any kind of specific stretches)

1 point The student correctly identifies one activity that could be done as part of a cool-down.






Benchmark: PE.6.C.2.22 List the three different types of heat illnesses associated with fluid loss.

Clarification: Identifies heat cramps, heat exhaustion, and heat stroke as the three illnesses associated with fluid loss due to extreme heat.

Performance Level Descriptor: To demonstrate proficiency, students will be able to identify and describe symptoms of heat cramps, heat exhaustion, and heat stroke as the three illnesses associated with fluid loss due to extreme heat.

Content Focus: Heat-related illnesses

Content Limits: Content is limited to identifying and describing the following heat-related illnesses and their symptoms:

• Heat cramps • Heat exhaustion • Heat stroke


Item Types:





• Photos, illustrations, or descriptions of activities that are unrelated to heat illnesses • Photos, illustrations, or descriptions of illnesses that are not heat-related



Item Stem:


A. Hiccups

B. Bloating

*C. Clammy skin

D. Swollen gland


Prompt:

Identify two different types of heat illnesses associated with fluid loss.

Exemplar Response:

One type of heat-related illness that can occur is heat stroke. Another kind of heat-related illness that can occur is heat exhaustion.

Item Rubric 2 points The student correctly identifies two different types of heat-related illnesses

associated with fluid loss: • Heat cramps • Heat exhaustion • Heat stroke

1 point The student correctly identifies one kind of heat-related illness associated with fluid loss.



Benchmark: PE.6.L.3.1

Strand: Lifetime Fitness


Benchmark: PE.6.L.3.1 Participate in moderate to vigorous physical activity(MVPA) on a daily basis.

Clarification: Demonstrates or identifies examples of moderate or vigorous physical activity that can be performed daily.

Performance Level Descriptor: To demonstrate proficiency, students will identify or perform examples of moderate physical activity (e.g., walking, golf) that can be performed daily.

Content Focus: Moderate physical activity

Content Limits: Content is limited to identifying examples of daily moderate or vigorous physical activity (e.g., gardening, light house work, walking, flag football).


Item Types:

• Multiple Choice • Performance Task


• Each item will have four options. • Options will appear as illustrations, photos, simple sentences, short phrases, or single

words. • Photograph and illustration options will appear vertically.


• Photographs, illustrations, words, or short phrases referencing vigorous physical activity • Photographs, illustrations, words, or short phrases referencing nonphysical activity





Benchmark: PE.6.L.3.2 Participate in vigorous physical activity (MVPA) on a daily basis.

Clarification: Demonstrates or identifies examples of vigorous physical activity that can be performed daily.

Performance Level Descriptor: To demonstrate proficiency, students will identify or perform examples of vigorous physical activity (e.g., running, sports, games) that can be performed daily.

Content Focus: Vigorous physical activity

Content Limits: Content is limited to identifying examples of daily moderate or vigorous physical activity (e.g., running, swimming, bicycling).


Item Types:






• Photographs, illustrations, words, or short phrases referencing light physical activity • Photographs, illustrations, words, or short phrases referencing nonphysical activity




Standard: 3. Participate regularly in physical activity.

Benchmark: PE.6.L.3.3 Participate in a variety of fitness, wellness, gymnastics, and dance activities that promote the components of health-related fitness.

Clarification: Identifies opportunities for participation in a variety of activities that promote health-related fitness.

Performance Level Descriptor: To demonstrate proficiency, students will identify a variety of physical activities that promote components of health-related fitness.

Content Focus: Develop and maintain fitness

Content Limits: Content is limited to identifying or performing fitness components of physical activities, including, but not limited to:

• Muscular strength (e.g., pull-ups) • Muscular endurance (e.g., sit-ups/curl-ups) • Flexibility (e.g., sit and reach) • Cardiorespiratory endurance (e.g., running) • Body composition


Item Types:





• Photos, illustrations, or descriptions of activities that do not correspond with the stated component of physical activity

• Photos, illustrations, or descriptions of sedentary activities



Which component of physical fitness would running for 30 minutes improve?

A. Balance

B. Flexibility

C. Muscular strength

*D. Cardiorespiratory endurance


Prompt:

Identify two activities that you could do to improve your flexibility.

Exemplar Response:

One activity I could do to improve my flexibility is a hamstring stretch. Another activity that I could do to improve flexibility is a butterfly stretch.

Item Rubric: 2 points The student correctly identifies two activities that improve flexibility. Activities

include, but are not limited to: • Quad stretch • Hamstring stretch

Wall stretch Toe-touch

• Butterfly stretch 1 point The student correctly identifies one activity that improves flexibility. 0 points The response indicates inadequate or no understanding of the concept






Benchmark: PE.6.L.3.6 Identify a variety of fitness, wellness, gymnastics, and dance activities that promote the management of stress.

Clarification: Identifies or describes a variety of physical activities that promote effective stress management.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe a variety of fitness, wellness, gymnastics, and dance activities that promote effective stress management. Or, students will identify or describe ways an activity promotes stress management.

Content Focus: Managing stress through physical activity

Content Limits: Content is limited to identifying or describing physical activities that can help relieve stress and/or promote a sense of renewal.


Item Types:





• Photos, illustrations, or descriptions unrelated to physical activity or stress management


Elena is feeling stressed and anxious about softball team tryouts. Which activity provides a healthy way for Elena to relieve her stress?

A. Talking on a mobile phone

B. Eating a bag of candy

C. Watching television

*D. Going for a run



Prompt:

Isabella is having a heated discussion with her friend Greyson.

Name two physical activities Isabella could do to reduce her stress levels after their conversation.

Exemplar Response:

One way Isabella could reduce her stress levels is to go for a run. Another is to dance to some calming music.

Item Rubric: 2 points The student correctly identifies two plausible physical activities that could

reduce stress. 1 point The student correctly identifies one plausible physical activity that could

reduce stress. 0 points The response indicates inadequate or no understanding of the concept






Benchmark: PE.6.L.4.1 Create and implement a personal fitness program in collaboration with a teacher.

Clarification: Create and implement a personal fitness program on the computer or using paper and pencil in collaboration with the teacher.

Performance Level Descriptor: To demonstrate proficiency, students will create a personal fitness program in collaboration with a teacher.

Content Focus: Personal fitness program

Content Limits: The content of this benchmark is limited to the key components of a personal fitness program :

• Frequency • Time • Type • Intensity • Lunges • Squats • Squat jumps • Leg raises • Leg press • Advection/abduction


Item Types:

• Short Constructed-Response • Performance Task


Prompt:

After collaborating with her teacher, Susie wants to improve her muscular endurance during soccer games.

Name an activity that Susie should include in her physical activity log. Then, tell how often Susie should do that activity to improve her muscular endurance.


Exemplar Response:

Susie should do three sets of ten walking lunges three times a week to improve her muscular endurance.

Item Rubric: 2 points The student correctly identifies at least one activity that improves muscular

endurance . AND The student correctly identifies how often the activity should be done.

1 point The student correctly identifies at least one activity that improves muscular endurance with a missing or incorrect frequency. OR The student identifies an activity that isn’t muscular endurance but identities a correct frequency..



Materials:

• Paper and Pencil or Computer

Setup:

• Provide the student with paper and pencil and a flat surface to write/draw on OR

• The student sits at a computer with a word processing or spreadsheet program open and ready to use

Prompt:

• Say: “Create a personal fit log that would keep track of how much physical activity you participate in over the course of a week. Include at least two different activities in your log.”

Note: The teacher may first demonstrate the activity so that the student understands the task.

Item Rubric 2 points The student includes both of the following in their log:

• FITT principles • 2 activities

1 point The student includes information from only one of the above bullets in their log. 0 points The student is unable to perform the task, does not understand how to complete the

task, or unsuccessfully attempts the task.




Standard: 4. Develop and implement a personal fitness program to achieve and maintain a health-enhancing level of physical fitness.

Benchmark: PE.6.L.4.2 Develop goals and strategies for a personal physical fitness program.

Clarification: Develop goals that can help individuals stay fit and healthy.

Performance Level Descriptor: To demonstrate proficiency, students will develop proficiency in developing goals for a personal fitness program.



• By developing a PFP, a goal is to increase CR fitness level • Goals are based on individual student evaluation


Item Types:

• Short Constructed-Response • Multiple Choice

Sample Short Constructed-Response Item

Prompt:

Identify one personal fitness goal and explain one activity that you can do each week to achieve that goal.

Exemplar Response:

One of my personal fitness goals is to increase my cardiorespiratory endurance. I can achieve that by jogging a mile every week.


Item Rubric 2 points The student correctly identifies a logical personal fitness goal and tells one

activity that he or she can do every week to achieve that goal. Note: Answers will vary by student.

1 point The student correctly identifies a logical personal fitness goal but doesn’t identify an activity to achieve that goal.






Benchmark: PE.6.L.4.3 Use available technology to assess, design and evaluate a personal physical-activity plan.

Clarification: Uses an available technology to assess one’s own level of physical fitness.

Performance Level Descriptor: To demonstrate proficiency, students will use a variety of technology (e.g., scale, heart rate monitor, pedometer) to assess one’s own level of physical fitness.

Content Focus: Technology

Content Limits: Content is limited to assessing one’s own level of physical fitness using a variety of technology.

Technologies are limited to:

• Pedometer • Accelerometer • Treadmills • Lifecycles • Heart rate monitor • Spreadsheets • Scales • Stopwatches


Item Types:





• Photos, illustrations, or descriptions of resources that do not correspond with the activity given in the stem

• Photos, illustrations, or descriptions not related to physical activities



Which piece of technology can assess one’s own level of physical fitness?

A. Walkie talkie

B. Radio

C. Television






Benchmark: PE.6.L.4.4 Develop a personal fitness program including a variety of physical activities.

Clarification: Identifies activities that can help individuals stay fit and healthy.

Performance Level Descriptor: To demonstrate proficiency, students will identify a variety of physical activities that can be included when developing a personal fitness program.


Content Limits: Physical activities that cab included but not limited to:

• Biking • Jogging • Walking • Swimming • Yoga


Item Types:





• Photos, illustrations, or descriptions of incorrect benefits of physical activity • Photos, illustrations, or descriptions of physical activities that do not improve the goal

stated in the stem or do not match the description provided in the stem



Noah plays soccer for 60 minutes three times a week. What activity can Noah add to his exercise routine to develop muscular strength?

A. Jumping rope

B. Running laps

*C. Lifting weights

D. hitting golf balls


Prompt:

Name two activities you can add to your personal fitness plan to strengthen your core muscles.

Exemplar Response:

I could add crunches or planks to help strengthen your core muscles.

Item Rubric 2 points The student correctly identifies at least two targeted exercises that strengthen

the core muscles. Crunches, plank (side), sit-ups, leg raises, v-sit, bicycle kicks

1 point The student correctly identifies only one plausible, targeted exercise that strengthens the core muscles.






Benchmark: PE.6.L.4.5 Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.

Clarification: Identifies or describes negative effects of physical inactivity in each component of physical fitness.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe negative effects associated with inactivity or low levels of activity for each component of physical fitness.

Content Focus: Negative effects of inactivity


• Strains or sprains • Cardiovascular disease • Respiratory difficulty • Weight gain/obesity • Joint problems


Item Types:





• Photos, illustrations, or descriptions of incorrect effects of inactivity • Photos, illustrations, or descriptions of effects that do not match the situation described

in the stem



What is a long-term health issue associated with not getting enough exercise?

A. Weight loss

B. Low heart rate

C. Low blood sugar

*D. Cardiovascular disease


Prompt:

Identify two health problems caused by lack of cardiorespiratory endurance.

Exemplar Response:

One health problem caused by a lack of cardiorespiratory endurance is obesity. Another problem caused by a lack of cardiorespiratory endurance is increased risk of heart attacks.

Item Rubric 2 points The student correctly identifies two health problems caused by lack of

cardiorespiratory endurance, including but not limited to: • High blood pressure • Obesity • Increased risk of cardiopulmonary diseases/heart attack • Asthma attack • High cholesterol • Joint pain

1 point The student correctly identifies one health problem caused by lack of cardiorespiratory endurance.



Benchmark: PE.6.R.5.1

Strand: Responsible Behaviors and Values

Standard: 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings

Benchmark: PE.6.R.5.1 List ways that peer pressure can be positive and negative.

Clarification: Identifies peer pressure that can be positive or negative.

Performance Level Descriptor: To demonstrate proficiency, students will identify that peer pressure can be positive or negative.

Content Focus: Peer pressure


• Positive effects: playing a team sport, staying active, eating healthy foods, doing well in school, being nice to others

• Negative effects: use of dangerous substances such as alcohol or tobacco, unhealthy or nonphysical activities, bullying


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of negative results of peer pressure, paired with a positive example in the stem

• Photos, illustrations, or descriptions of positive results of peer pressure, paired with a negative example in the stem

• Photos, illustrations, or descriptions of effects that do not match the situation described in the stem



Pedro sees that Juan is on his softball team. Juan does not like to play softball.

What can Pedro do to encourage Juan to play?

*A. Get the team to cheer him on

B. Boo him when he is up to bat

C. Ignore Juan

D. Do nothing





Benchmark: PE.6.R.5.2 Demonstrate acceptance and respect for persons of diverse backgrounds and abilities in physical activity settings.

Clarification: Describes or explains ways to show acceptance and respect for persons of diverse backgrounds and abilities in physical activity settings.

Performance Level Descriptor: To demonstrate proficiency, students will describe or explain ways to show acceptance and respect for persons of diverse backgrounds and abilities in physical activity settings.

Content Focus: Respect for diverse backgrounds and abilities


• Participating in an activity originating from a different region or culture. • Using music originating from a different region or culture. • Interacting in a polite, respectful, and friendly manner


Item Types:

• Multiple Choice




• Photos, illustrations or descriptions of inappropriate or incorrect responses based on a situation described in the stem



Rushi is playing a relay game where each person on the team has to serve the ball over the net. The team has one minute for each team member to complete the serve. Rushi keeps hitting the net.

What should Rushi’s team do when Rushi finally makes the serve?

A. Yell at Rushi for taking such a long time

B. Ignore Rushi and walk away since his team has already lost

*C. Tell Rushi he is doing a good job and give him tips for next time

D. Pass the ball back to Rushi so he can get more practice serving





Benchmark: PE.6.R.5.3 Demonstrate responsible behaviors during physical activities.

This benchmark is assessed by:

PE.6.R.5.4





Benchmark: PE.6.R.5.4 Describe the personal, social and ethical behaviors that apply to specific physical activities.

Clarification: Identifies, describes or explains personal, social, and ethical behaviors that apply to specific physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain personal, social, or ethical behaviors that apply to specific physical activities.

Content Focus: Responsible Behaviors and Values


• Putting equipment away after use • Wiping down equipment after use in a gym or if it gets wet or sweaty • Taking turns during a sport • Playing as a team/working well with teammates during team sports • Being honest/not cheating • Making every attempt to avoid committing a personal foul • Apologizing for fouls • Helping a teammate or opponent who has been knocked down or injured


Item Types:

• Multiple Choice







Angelo is playing basketball. There is a loose ball. A player on the opposing team dives for the ball, but the ball goes out of bounds.

What should Angelo do?

A. Ignore him

*B. Help him up

C. Keep playing the game

D. Carefully step over him





Benchmark: PE.6.R.5.5 Demonstrate appropriate etiquette, care of equipment, respect for facilities, and safe behaviors while participating in a variety of physical activities.

Clarification: Demonstrates, explains, or describes appropriate etiquette and behaviors that show care of facilities, equipment, and other people while participating in a variety of physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will demonstrate, explain or describe appropriate etiquette and safe behaviors that shows respect for facilities, rules, and other people.

Content Focus: Responsible Behaviors and Values


• Putting away equipment after use • Wiping down equipment after use in a gym or fitness center • Taking turns during a sport • Playing as a team/working well with teammates during team sports • Being honest/not cheating • Making every attempt to avoid committing a personal foul • Helping a teammate or opponent who has been knocked down or injured • Picking up trash/putting trash in the appropriate receptacle • Following rules for a physical activity


Item Types:




Prompt:

Identify two rules you should always follow in order to stay safe in a swimming pool.

Exemplar Response:

One rule that you should follow at a swimming pool is making sure that a lifeguard is on duty. Another rule that you should follow is to get out of the pool if you hear thunder or see lightning.

Item Rubric 2 points The student correctly identifies two rules that should be followed at the swimming

pool, including but not limited to: • No running near the pool • Always make sure an adult is present • No horseplay • Make sure a lifeguard is on duty • Get out of the pool if you hear thunder or see lightning • Swim with a buddy • Apply sun block

1 point The student correctly identifies one rule that should always be followed at the swimming pool.





Standard: 6. Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Benchmark: PE.6.R.6.1 Identify an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.

Clarification: Identifies, describes, or explains opportunities for physical activities outside of the school setting for personal enjoyment, or attaining or maintaining a healthy lifestyle.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain opportunities for physical activity outside of the school setting for personal enjoyment, or attaining or maintaining a healthy lifestyle.

Content Focus: Opportunities for physical activity in the community

Content Limits: Content is limited to activities that provide opportunities for students to be active, such as joining a team, swimming, and biking.


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of nonphysical activities • Photos, illustrations, or descriptions of activities in the school, such as PE class


Which activity provides an opportunity for physical activity outside of school?

A. Playing an instrument

B. Learning a new language

*C. Swimming at a recreational center

D. Going to physical education class





Benchmark: PE.6.R.6.2 Identify the potential benefits of participation in a variety of physical activities.

Clarification: Identifies, describes or explains the benefits of participating in physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain the benefits of participating in physical activities.

Content Focus: Benefits of physical activity



• Cardiorespiratory benefits. Activities include common aerobic activities (e.g., walking, running, biking, hiking, swimming)

• Muscular strength benefits. Activities include common strength/resistance-based activities (e.g., push-ups, squats, weights and weight machines, Pilates)

• Muscular endurance benefits. Activities include common strength/resistance-based activities (e.g., push-ups, squats, weights and weight machines, Pilates)

• Flexibility benefits. Activities include common stretches and flexibility-based exercises (e.g., toe-touches, sit and reach, v-stretch)


Item Types:





• Photos, illustrations, or descriptions of incorrect benefits of a stated physical activity • Photos, illustrations, or descriptions of benefits associated with physical activity other

than the one listed in the stem



Edward is a pitcher on his baseball team and plays baseball three times a week.

What is the potential benefit of participating in this activity?

A. Becoming a better cook

B. Improving his test scores

C. Eating more fruits and vegetables

*D. Strengthening his bones and muscles


Prompt:

List two potential benefits of physical activity.

Exemplar Response:

One potential benefit of physical activity is having a stronger heart. A different potential benefit of physical activity is having better flexibility.

Item Rubric 2 points The student correctly identifies at least two potential benefits of physical activity,

including but not limited to:

• Improved flexibility • Stronger heart muscle • Improved muscular strength • Improved muscular endurance

1 point The student correctly identifies only one potential benefit of physical activity. 0 points The response indicates inadequate or no understanding of the concept needed to



Benchmark: HE.6.B.3.1

Strand: Responsible Behavior

Standard: 1. Demonstrate the ability to access valid health information, products, and services to enhance health.

Benchmark: HE.6.B.3.1 Examine the validity of health information, and determine the cost of health products, and services.

Clarification: Identify the validity of health information, products, and services and/or explain why that source is valid or not valid.

Performance Level Descriptor: To demonstrate proficiency, students will identify valid sources of health information, products, and services and explain reasons for that validity or distinguish between a product or service that gives valid information on a topic and one that does not. Or, students will identify distinguish between the costs of various health products and services.

Content Focus: Validity of health information

Content Limits: Valid health information should include, but is not limited to, the following sources:

• Government agencies and reports, health organizations (e.g., the Red Cross) • Advertisements, commercials, drug companies, personal care product claims • Friends, peers, family, school, community • Hospitals, medical doctors, pharmacists, nurses • Use of advertised exercise machines/equipment • Vitamins


Item Types:



• Each item will have four options. • Options will appear as illustrations, photos, short phrases or single words. • All options will appear vertically.


• Photographs, illustrations, or descriptions of invalid or incorrect sources of health information, services, or products

• Photographs, illustrations, or descriptions of valid sources of non-health-related information, services, or products

• Photographs, illustrations, or descriptions of valid sources of health-related information, services, or products not referenced in the item stem




Standard: 6. Demonstrate the ability to use goal-setting skills to enhance health.

Benchmark: HE.6.B.6.1 Use various methods to measure personal health status.

Clarification: Demonstrate how to use methods to enhance your personal health.

Performance Level Descriptor: To demonstrate proficiency, students will use methods to measure their health status.

Content Focus: Personal Health Status

Content Limits: Methods to measure personal health status, should include, but are not limited to, the following:

• BMI • Surveys • Scale • Heart rate monitor • Pedometer • Charts/graphs (eye chart) • Blood pressure equipment • Watch/stopwatch • Technology (e.g. video, Allied Health Activities, electronic gaming devices)


Item Types:

• Performance Task • Multiple choice


Benchmark: HE.6.P.7.1

Strand: Promotion

Standard: 7. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and avoidance or reduction of health risks for oneself.

Benchmark: HE.6.P.7.1 Explain the importance of assuming responsibility for personal health behaviors.

Clarification: Identify and describe the reasons it is important for an individual to assume responsibility for his or her own personal health and health-related behaviors.

Performance Level Descriptor: To demonstrate proficiency, students will identify and describe the reasons it is important for an individual to assume responsibility for his or her own personal health and health-related behaviors.

Content Focus: Personal health behaviors

Content Limits: Personal health behaviors to maintain and improve a healthy lifestyle should include, but are not limited to, the following:

• Having medical/dental checkups o Prevent disease and illness

• Maintain friendships • Self-esteem • Healthy eating habits • Exercising regularly • Resisting peer pressure • Cultivating healthy relationships • Using proper safety equipment/taking proper precautions

o Prevent injury • Using medications and health products and supplies correctly

o Prevent illness, sickness, complications • Seeking medical advice in a timely manner

o Stay healthy and prevent disease


Item Types:

• Short Constructed Response • Multiple Choice


Benchmark: LACC.6.L.3.6

Strand: Language Arts

Standard: LACC.6.L.3 Vocabulary Acquisition and Use

Benchmark: LACC.6.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Clarification: Communicate concepts using age-appropriate technical vocabulary demonstrating knowledge of appropriate definition or context. Demonstrate knowledge of where to acquire knowledge of the meaning of a technical word or phrase.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe the proper meaning or context in relation to communication of age-appropriate, technical vocabulary. Students will describe or explain how to learn the correct meaning or context of a given technical vocabulary word or phrase.

Content Focus: Vocabulary

Content Limits: Technical vocabulary is limited to age-appropriate vocabulary relevant to physical education courses. It includes, but is not limited to:

• Definitions or applications of components of fitness • Definitions or applications of principles of training • Explanations of body processes related to fitness improvement or decline • Description or explanation of training routines, health benefits, etc.

The context should be applicable to a physical education class setting.


Item Types:

• Multiple Choice • Constructed Response





• Photographs, illustrations, words, or short phrases referencing incorrect words, meanings, or contexts or words, meanings or contexts not referenced in the item stem.


Benchmark: LACC.68.RST.2.4


Standard: LACC.68.RST.2 Craft and Structure

Benchmark: LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Clarification: Identify, describe, or explain reasons an author chooses to include symbols, key terms, or other domain specific words in a given text.

Performance Level Descriptor: To demonstrate proficiency, students will Identify, describe, or explain reasons an author chooses to include symbols, key terms, or other domain specific words in a given text.

Content Focus: Symbols, terms and other phrases

Content Limits: Symbols, terms, and other phrases assessed should be limited to those used in the context of grade-level appropriate texts and topics.

The context of the text should be applicable to a physical education class setting.

• Pedestrian safety symbols • Water safety symbols • FITT principles • Components of fitness • Cody systems


Item Types:








Benchmark: MACC.6.RP.1

Strand: Math

Standard: MACC.6.RP.1 Understand ratio concepts and use ratio reasoning to solve problems.

Benchmark: MACC.6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Clarification: Use ratios to accurately describe physical education, health, and fitness concepts

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe ratios as they relate to given physical fitness contexts

Content Focus: Ratios

Content Limits: Ratios are limited to whole integers between 1 and 100.

• Sports and fitness • Nutrition


Item Types:






• Photographs, illustrations, words, or short phrases referencing incorrect rations • Photographs, illustrations, words, or short phrases referencing ratios or scenarios that

do not match that referenced in the item stem.


SPECIFICATIONS FOR

M/J COMPREHENSIVE GRADES 6–7





Benchmark: PE.6.M.1.1 Demonstrate movements designed to improve and maintain cardiorespiratory endurance, muscular strength and endurance, flexibility, and proper body composition.

Clarification: Performs activities or movements that improve at least one component of health-related physical fitness.

Performance Level Descriptor: To demonstrate proficiency, students will perform short tasks that are tailored to at least one component of health-related physical fitness, such as jogging, stretching, and push-ups.

Content Focus: Activities for the components of physical fitness

Content Limits: The performance and identification of movements to show competency in each component of physical fitness are limited to:

• Cardiorespiratory: jogging, jumping jacks, skipping, jumping rope, moving through cone patterns

• Muscular strength and endurance: sit-ups, push-ups, chin-ups, plyometrics • Flexibility: static stretching, yoga


Item Types:




Materials:

• Gym, track, basketball court, or open space for running and stretching • 4 cones

Setup:

• Place the four cones in a square, which each cone 60 feet apart

Prompt:

• Say: “Move around the cones in a way that is meant to improve cardiorespiratory endurance. Complete one lap around the cones. Then, perform one stretch designed to improve leg flexibility.”

Item Rubric 2 points The student successfully travels one lap around the cones while performing a

movement that is meant to improve cardiorespiratory endurance, including but not limited to:

• Jogging • Running • Skipping • Sliding

AND The student successfully performs one stretch designed to improve leg flexibility.

1 point The student successfully travels one lap around the cones while performing a movement that is meant to improve cardiorespiratory endurance OR The student performs one stretch designed to improve leg flexibility.





Standard: 1. Demonstrate competency in many and proficiency in a few movement forms from a variety of categories (Fitness/Wellness, Educational Gymnastics/Education Dance).

Benchmark: PE.6.M.1.2 Perform at least three different activities that achieve target heart rate.

Clarification: Keeps heart rate within a target heart rate zone while performing three different aerobic activities.

Performance Level Descriptor: To demonstrate proficiency, students will complete an aerobic activity to cause heart rate to rise within a target zone and will continue with two other activities, keeping the heart rate within this zone, for a specified amount of time.

Content Focus: Heart rate, aerobic activity

Content Limits: Content for Performance Tasks is limited to:

• Target heart rate must be maintained for no more than 45 seconds. • The aerobic activity specified takes no longer than 90 seconds to raise the heart rate. • The aerobic activity is appropriate to a middle-school level and conducive to measuring

heart rate and includes but is not limited to: - Running - Jumping jacks - Sit-ups/pull-ups


Item Types:




Materials:

• Open area • Jump rope • Heart-rate monitor • Stopwatch or other timekeeping device

Setup:

• Give the student a heart-rate monitor, if available • Have the student check pulse by hand, and provide timekeeping device as needed

Prompt:

• Say: “Take your heart rate with the heart-rate monitor.” • Say: “On my command, jog in the designated area for 90 seconds.” (NOTE: the student

may jog in place.) • Say: “Go.” • When the student has finished jogging for 90 seconds, have him or her stop and check

the heart-rate monitor or timekeeping device. • Now give the student the jump rope. Say: “Jump rope as many times as you can for 90

seconds. Go.” • When the student has jumped rope for 90 seconds, have him or her stop and check the

heart-rate monitor. • Say: “Do as many jumping jacks as you can for 90 seconds. Go.” • When the student has done jumping jacks for 90 seconds, have him or her stop and

check the heart-rate monitor.

Note: The student’s heartbeat should range from 24 to 30 beats per 10 seconds (144-180 beats per minute) immediately following exercise.

Item Rubric 2 points The student completes all the activities without any rest and meets the target heart

rate for at least two of the three activities. 1 point The student completes the activities but stops once or twice during the 90 seconds,

and his or her heart rate is plus or minus two beats per 10 seconds off the target heart rate.

0 points The student is unable to perform the task, does not understand how to complete the task, or unsuccessfully attempts the task.





Benchmark: PE.6.M.1.3 Demonstrate the principles of training (overload, specificity, progression) and conditioning (frequency, intensity, time, and type) for specific physical activities.

Clarification: Describes, explains, or demonstrates various ways that at least one principle of training or principle of conditioning can be applied to specific exercises.

Performance Level Descriptor: To demonstrate proficiency, students will describe, explain, or demonstrate ways that at least one principle of training or principle of conditioning can be applied to various forms of exercise, including physical activities, movements, games, or sports.



Principles of Training Principles of Fitness/Conditioning (F.I.T.T.)

• Overload • Progression • Specificity

• Frequency • Intensity • Time • Type


Item Types:





• Photos, illustrations, or descriptions of incorrect principles or activities • Photos, illustrations, or descriptions of effects that do not match the situation described

in the stem



Jonny is going to the fitness center and increasing his weight lifting by two pounds per week.

Which principle is he applying?

A. Frequency

B. Intensity

*C. Progression

D. Specificity


Prompt:

Marisa wants to improve her dancing skills. She practices her leaps once per week for 20 minutes and stretches three times a week on Tuesdays, Wednesdays, and Thursdays.

How can Marisa apply the principles of time and frequency to her practice routine to improve her skills?

Exemplar Response:

Marisa can increase her leap practices to two or three times a week, and she can alternate her stretching to every other day.

Item Rubric 2 points The student identifies two changes that Marisa can make in her practice routine

(increases in frequency and time). 1 point The student identifies one change that Marisa can make in her practice routine. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.6.M.1.4 Perform at least three activities having value for cardiorespiratory fitness.

Clarification: Performs or identifies cardiorespiratory activities.

Performance Level Descriptor: To demonstrate proficiency, students will perform three or more short movements or series of movements that benefit cardiorespiratory health.

Content Focus: Activities for cardiorespiratory health

Content Limits: The performance and identification of grade-appropriate movements to benefit cardiorespiratory health includes, but is not limited to:

• Jogging/running • Jumping jacks • Skipping • Jumping rope • Moving through cone patterns • Sliding • Karaoke

Each activity should be performed for no more than two minutes each.


Item Types:




Materials:

• Stopwatch • Jump rope • Open Space

Setup:

• None

Prompt:

• Say: “Jog in place for two minutes.” • Say: “Do jumping jacks for two minutes.” • Give the student the jump rope. Say: “Jump rope for two minutes.” After the student

jumps rope for two minutes, take the jump rope back. • Say: “Skip around the open space for two minutes.”

Item Rubric 4 points The student completes all four of the tasks:

• Jogs laps around the gym for two minutes • Does jumping jacks for two minutes • Jumps rope for two minutes • Skips for two minutes

3 points The student completes three of the four tasks. 2 points The student completes two of the four tasks. 1 point The student completes one of the four tasks. 0 points The student is unable to perform the task, does not understand how to complete

the task, or unsuccessfully completes the task.





Benchmark: PE.6.M.1.5 Perform movements using a variety of equipment, which lead to improved or maintained muscular strength and endurance.

Clarification: Performs or demonstrates activities that improve or maintain muscular strength and endurance.

Performance Level Descriptor: To demonstrate proficiency, students will perform movements that improve or maintain muscular strength and endurance.

Content Focus: Activities for muscular strength and endurance


• Push-ups (e.g., using medicine balls, etc.) • Cur-ups (e.g., using medicine balls, resistance bands, etc.) • Jumping rope (e.g., using weighted ropes, etc.) • Weights (e.g., free weights, machines, resistance bands, weight bars, etc.)


Item Types:




Materials:

• Five-pound weight or other object that can be used for resistance during arm-strength training, such as weighted bars or resistance bands.

Setup:

• Hand the student the weight.

Prompt:

• Say: “Pick up the weight and do 10 biceps curls on each arm.” • Say: “Then, do 10 lateral raises on each arm.”







Standard: 1. Demonstrate competency in many and proficiency in a few movement forms from a variety of categories (Fitness/Wellness, Educational Gymnastics/Educational Dance).

Benchmark: PE.6.M.1.6 Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transfer of weight.

Clarification: Designs and performs a rhythmic flowing sequence of gymnastic movements that combine traveling, rolling, balancing, and transfers of weight.

Performance Level Descriptor: To demonstrate proficiency, students will design and perform a gymnastic sequence that combines traveling, rolling, balancing, and transfers of weight.

Content Focus: Sequence and movement

Content Limits: Content is limited to designing and performing a flowing sequence of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transfer of weight. Movements include, but are not limited to:

• Forward rolls, side rolls, shoulder rolls, backward rolls • Balancing on one foot (e.g., scale, coupés, leg lift) • Balancing on one foot and one hand • Front, rear, or side supports • Knee balances (e.g., knee scales) • Shoulder stands (candles) • Bridge • Splits • Inverted balances (e.g., variations of headstands or handstands) • Leaps (e.g., split leap) • Jumps (straight, pike, straddle) • Dance elements (e.g., half-turn, dance steps, skipping) • Cartwheel variations and round-offs • Walkovers and tinsicas • Stretch hold (e.g., bridge, split, scorpion)


Item Types:

• Constructed Response • Performance task



Materials:

• Tumbling mat, clock or stop watch

Setup:

• Place tumbling mat on floor

Prompt:

• Say: “You are going to perform a sequence of gymnastics movements. You will perform a combination of a roll, a balance, and one transfer of weight. Between these movements, be sure to perform traveling movements like leaps, dance steps, or skipping. You will have one minute to decide what you want to do.”

• Say: “Your minute is up. Perform your gymnastic sequence now.”

Item Rubric 3 points The student successfully performs a combination of each of the following

elements: • roll • balance, and • transfer of weight

and performs traveling movements between the elements. 2 points The student successfully performs two of the following elements:

• roll • balance, and • transfer of weight

and performs traveling movements between the elements. 1 point The student successfully performs a combination of a roll, a balance, and a

transfer of weight but does not perform traveling movements between the elements. OR The student successfully performs only one of the following elements:

• roll • balance, and • transfer of weight






Benchmark: PE.6.M.1.7 Design and perform a routine to rhythm with a partner or a group while incorporating gymnastic actions and various forms of locomotion on small and/or large apparatus.

Do Not Assess Benchmark: It will be impossible to measure a student’s participation with a partner or group on an individual assessment. There is very little that can be asked of a student that will generate meaningful information regarding benchmark proficiency.





Benchmark: PE.6.M.1.9 Create and perform a rhythmic movement sequence while working with a partner or group.

Do Not Assess Benchmark: It will be impossible to measure a student’s participation with a partner or group on an individualized assessment. There is very little that can be asked of a student that will generate meaningful information regarding benchmark proficiency.





Benchmark: PE.6.M.1.11 Apply proper warm-up and cool-down techniques.

Clarification: Identifies, describes, explains, or performs warm-up and cool-down techniques for stated activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, explain, or perform movements that can be used for warm-up or cool-down before and after physical activity.

Content Focus: Warm-up and cool-down


• Warm-up: dynamic stretching, agility movements (e.g., high knees, grapevine), jogging, brisk walking, other movements targeting cardiorespiratory activity

• Cool-down: light jogging, walking, static stretching


Item Types:





• Photos, illustrations, or descriptions of cool-down activities when the stem asks for warm-up techniques or vice versa

• Photos, illustrations, or descriptions of physical activities that would not assist in warming up or cooling down

• Photos, illustrations, or descriptions of incorrect warm-up or cool-down activities



What is a consequence of skipping a cool-down after participating in physical activity?

A. Muscles sprains and strains

*B. Muscle cramps and stiffness

C. Decreased muscular strength

D. Decreased cardiovascular endurance


Prompt:

List two proper warm-up techniques that apply to tennis.

Exemplar Response:

One proper warm-up technique that applies to tennis is jogging. Another is doing a leg-stretch.

Item Rubric 2 points The student correctly identifies at least two proper warm-up techniques that

plausibly apply to tennis. 1 point The student correctly identifies only one proper warm-up techniques that plausibly

apply to tennis. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.6.M.1.12 Use proper safety practices

Clarification: Identifies, describes or explains proper safety practices for different physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe or explain the correct safety practices for physical activities.

Content Focus: Safety practices


• Putting equipment away • Following the rules for use of equipment • Following the rules for a sport • Wearing the appropriate safety equipment (e.g., mouth guards, helmets) • Following safe pool rules (e.g., no diving in shallow end, no swimming during a

thunderstorm)


Item Types:





• Photos, illustrations, or descriptions of unsafe actions • Photos, illustrations, or descriptions of safety procedures unrelated to the activity

described in the stem



What should you always wear when riding a skateboard?

*A. Helmet

B. Gloves

C. Reflectors

D. Mouth guard

Short Constructed-Response Item:

Prompt:

Identify two safety rules that should be followed when riding a bicycle.

Exemplar Response:

One safety rule that should be followed when riding a bicycle is to wear a helmet. Another safety rule that should be followed is to always stop at stop signs.

Item Rubric 2 points The student correctly identifies two safety rules that should be followed when

riding a bicycle. These rules can be related to: • Following traffic rules (e.g., stopping at stop signs, looking both ways

before crossing the street, yielding to pedestrians) • Bicycle maintenance (e.g., air in tires, bike in operating condition) • Apparel (e.g., wearing a helmet, wearing clothing that does not hang near

the spokes) • Weather conditions (e.g., do not ride when there is lightning)

1 point The student correctly identifies one safety rule that should be following when riding a bicycle.





Standard: 1. Demonstrate competency in many and proficiency in a few movement forms from a variety of categories. (Team Sports, Outdoor Pursuits/Aquatics).

Benchmark: PE.6.M.1.13 Apply technology to evaluate, monitor, and improve individual skill performance.

Clarification: Applies, identifies, or describes technology used to develop, monitor, and improve individual skill performance, such as using video, pedometers, and stopwatches.

Performance Level Descriptor: To demonstrate proficiency, students will use, apply, identify, or describe technology to develop, monitor, and improve skills (e.g., stopwatches, pedometers, spreadsheets, heart-rate monitors, websites, video).


Content Limits: Content is limited to identifying, describing, and applying appropriate technology, which includes, but is not limited to:

• Stopwatches • Pedometers • Spreadsheets • Heart-rate monitors • Websites • Video


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of technology that do not match the activity mentioned

• Photos, illustrations, or descriptions of technology not related to physical activity



Which technology could be used to analyze the motion of pitching a baseball?

A. Pedometer

B. Spreadsheet

C. Stopwatch

*D. Video





Benchmark: PE.7.M.1.1 Participate in modified versions of team sports demonstrating mature patterns while using a variety of manipulative skills.


PE.7.M.1.2 PE.7.M.1.6





Benchmark: PE.7.M.1.2 Use basic offensive and defensive strategies while playing modified versions of a variety of sports and activities.

Clarification: Demonstrates the ability to use basic offensive and defensive tactics for modified versions of sports and activities.

Performance Level Descriptor: To demonstrate proficiency, students demonstrate basic offensive and defensive tactics for modified versions of sports and activities.

Content Focus: Offensive/defensive strategies

Content Limits: Content is limited to offensive and defensive strategies that are appropriate for the middle school level. Activities include, but are not limited to:

• Community or school games (basketball, tag, capture the flag) • Modified game or team sports


Item Types:

• Short Constructed-Response



Prompt:

Jayne and Hailee are playing a game of keep away. The defensive player is trying to take the ball away from the offensive player.

What two strategies can the offensive player use to keep the defender from taking the ball away?

Exemplar Response:


Item Rubric 2 points The student identifies at least two plausible strategies for stopping the defender

from taking the ball away, including but not limited to: • Boxing out when rebounding • Shielding the ball with their body • Changing directions while controlling the ball

1 point The student identifies one plausible strategy for stopping the defender from taking the ball away





Standard: 1. Demonstrate competency in many and proficiency in a few movement forms from a variety of categories (Team Sports, Outdoor Pursuits/Aquatics).

Benchmark: PE.7.M.1.4 Demonstrate introductory outdoor pursuits skills.

Clarification: Demonstrates understanding of the basic skills needed to participate in a given outdoor pursuit.

Performance Level Descriptor: To demonstrate proficiency, students will demonstrate the basic skills needed to participate in a given outdoor pursuit.

Content Focus: Outdoor pursuits

Content Limits: Content is limited to identifying basic skills for outdoor pursuits that are appropriate and familiar to students at the middle school level. Activities and sports include, but are not limited to:

• Hiking • Rowing • Canoeing • Fishing • Mountain biking • Archery • Backpacking • Orienteering • Ropes courses


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of benefits not matching the activity mentioned • Photos, illustrations, or descriptions of non-outdoor pursuits



What type of equipment would you use in orienteering?

*A. Compass

B. Heart-rate monitor

C. Pedometer

D. Umbrella





Benchmark: PE.7.M.1.7 Utilize proper equipment and implement appropriate safety procedures for participation in a variety of sports or activities.

Clarification: Uses or identifies selected equipment and appropriate safety procedures for participation in a variety of sports or activities.

Performance Level Descriptor: To demonstrate proficiency, students will use proper equipment for safety (e.g., balls, mitts, clothing/gear, cones, carts).

Content Focus: Safety procedures and equipment for activities

Content Limit: Content is limited to demonstrating knowledge of safety standards and procedures when using athletic equipment. Equipment includes but is not limited to:

• Sports equipment (e.g., balls, hockey stick, bat, golf club, mitts, clothing/gear) • Safety equipment (e.g., helmet, shin guards) • Physical education equipment (e.g., hoops, balls, carts, cones, jump ropes, beanbags,

rhythm sticks)


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of safety equipment or procedures that do not correspond to the given sport




What equipment is used to hit a golf ball?

A. Bat

*B. Club

C. Paddle

D. Racquet












Item Types:

• Multiple Choice









A. Pedometer

B. Spreadsheet

C. Stopwatch

*D. Video





Benchmark: PE.6.C.2. Describe how each of the health-related components of fitness are improved through the application of training principles.

Clarification: Describes the relationship between training principles and improved physical fitness.

Performance Level Descriptor: To demonstrate proficiency, students will be able to describe or identify connections between training principles (e.g., progression, overload, and specificity) and improved health-related fitness.











Item Types:









Item Stem:

Juan has been running three days per week, for 45 minutes per day, for the past six months.

Which training principles did he use to improve his running?

A. Overload

*B. Specificity

C. Muscular endurance

D. Cardiorespiratory endurance



Prompt:

Eric wants to strengthen his abdominal muscles. Which training principle should he use? Why should he use this principle to improve his abdominal strength?

Exemplar Response:

Eric should use the principle of Specificity to improve his muscular strength. He should use it so he picks the right exercises to make his abdominal muscles stronger, and not some other muscles.

Item Rubric 2 points The student correctly identifies at least one principle of training

AND The student gives a plausible explanation of why Eric should use that principle to strengthen his abdominal muscles, which shows understanding of the chosen principle.

1 point The student correctly identifies at least one training principle without an explanation. OR The student explains how to apply at least one training principle without naming or with incorrectly naming the principle.






Benchmark: PE.6.C.2.4 Describe the long-term benefits of regular physical activity.

Clarification: Describes or identifies effects of regular physical activity on long-term health.

Performance Level Descriptor: To demonstrate proficiency, students will be able to describe or identify the long-term benefits of regular physical activity.

Content Focus: Regular physical activity

Content Limits: Content is limited to describing or identifying the long-term benefits of regular activity, including but not limited to:

• Improved joint health • Weight management • Stress relief • Strong heart • Lower rates of diabetes


Item Types:





• Photos, illustrations, or descriptions of activities that do not match the referenced activity or benefit




Item Stem:


A. Having more friends

*B. Improving self-esteem

C. Making the softball team

D. Completing homework faster


Prompt:

Identify two long-term benefits of regular exercise.

Exemplar Response:

One long-term benefit of regular exercise is that it makes your heart stronger. Another long-term benefit is that it helps manage stress and improves emotional health.

Item Rubric 2 points The student correctly identifies two long-term benefits of regular exercise,

including: • Making bones stronger • Making muscles stronger • Improving lung function • Relieving stress • Improving emotional health • Strengthening the heart • Increasing endurance • Burning calories

1 point The student correctly identifies one long-term benefit of regular exercise. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.6.C.2.7 Determine personal target heart rate zone and explain how to adjust intensity level to stay within the desired range.

Clarification: Identifies personal target heart rate zone or identifies or explains activities that can adjust the heart rate in order to keep it in the desired range.

Performance Level Descriptor: To demonstrate proficiency, students will determine, identify, or describe personal target heart rate zone or identify or explain ways to adjust the intensity level of physical activity (e.g., jog faster, run, do jumping jacks, slow down) to keep the heart rate in the desired range.

Content Focus: Target heart rate zone

Content Limits: Content is limited to identifying and describing target heart rate and how to adjust activities or the intensity of those activities in order to stay within the desired heart rate, including but not limited to:

• Running faster • Increasing speed of repetitions • Slowing down • Jogging


Item Types:





• Photos, illustrations, or descriptions of activities that do not cause the desired change in heart rate

• Photos, illustrations, or descriptions of activities unrelated to heart rate



Kayla and Lucy are walking briskly around the school’s track. How could they increase their heart rates?

A. They could stretch.

B. They could sit down.

*C. They could jog the next lap.

D. They could decrease their speed.


Prompt:

Laurie’s target heart rate is 150-170 beats per minute.

A. If during running, her heart rate is 100 beats per minute, what should she do to increase her heart rate into her target heart-rate zone?

B. If during running, her heart rate is 190 beats per minute, what should she do to lower her heart rate into her target heart-rate zone?

Exemplar Response:


Item Rubric 2 points The student correctly identifies at least one plausible action Laurie could take

to increase her heart rate, such as running faster. AND The student correctly identifies at least one plausible action Laurie could take to lower her heart-rate, such as slowing down.

1 point The student correctly identifies at least one plausible action Laurie could take to increase her heart rate, such as running faster. OR The student correctly identifies at least one plausible action Laurie could take to lower her heart-rate, such as slowing down.






Benchmark: PE.6.C.2.11: Prepare a log noting the food intake, calories consumed, and energy expended through physical activity and describe results.

Clarification: Demonstrates ability to understand and properly record or use a food log for tracking daily calories.

Performance Level Descriptor: To demonstrate proficiency, students identify, describe, or explain calories consumed and energy expended for a food log and what this means for overall fitness/health. Alternatively, students may use given information to complete a food log.

Content Focus: Fitness tracking

Content Limits: Content is limited to foods and physical activities familiar to and appropriate for students at the middle school level. Students should not be asked to identify or provide the calories present in any given food item.


Item Types:




Prompt:

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Activities:

Rode bicycle, played baseball Gymnastics

Rode bicycle, played soccer

Played basketball Gymnastics

Roller-skated Swam at pool

Calories burned: 706 225 564 393 225 246 218

Meals:

Breakfast Pancakes and syrup

Cereal and milk

Cereal and milk

Cereal and milk

Cereal and milk

Cereal and milk French toast

Lunch

Spinach salad with chicken

Turkey sandwich

Turkey sandwich

Turkey sandwich

Turkey sandwich

Turkey sandwich

Hamburger, French fries, and a cola

Snack Potato chips Cheese stick Cheese stick Cheese stick Cheese stick Cheese stick Popcorn

Dinner Pizza and milk


Roasted chicken and carrots

Pork chops, rice, and broccoli


Fish, rice, and squash

Chicken tenders, macaroni and cheese, and green beans

Calories consumed: 1985 1650 1530 1560 1650 1585 2200

Alivia has been tracking her food intake and fitness activities for the week. Identify one thing Alivia could learn from this log and explain how it could help her improve her health.


Exemplar Response:


Item Rubric 2 points The student correctly identifies one thing Alivia could learn from the food log and

explains how this could help her improve her health. What Alivia might learn from the food log:

• How many calories she takes in • How many calories she expends • How healthy her diet is • How much exercise she is doing

Improvements she could make: • She could improve her diet by avoiding food high in sugars and fat. • She could increase the amount of exercise she does by 30 minutes every

day. • She could be more mindful about what she eats on weekends.

1 point The student correctly identifies one thing Alivia could learn from the food log but does not explain how this could help her improve her health.






Benchmark: PE.6.C.2.12 List the components of skill-related fitness.

Clarification: Identifies components of skill-related fitness.

Performance Level Descriptor: To demonstrate proficiency, students will identify or list skill-related components of fitness.

Content Focus: Components of skill-related fitness

Content Limits: Content is limited to identifying the skill-related components of fitness, including:



Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of activities that do not match the referenced component of skill-related fitness





A. Agility

*B. Balance

C. Power

D. Speed





Benchmark: PE.6.C.2.13 List appropriate warm-up and cool-down techniques and the reasons for using them.

Clarification: Identifies, describes or explains appropriate warm-up and cool-down activities and explains that activity’s relation to the activity it precedes.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe or explain proper warm-up and cool-down techniques that should be used before or after a specific physical activity and identify or describe the reasons why they should be used.

Content Focus: Warm-up and cool-down techniques

Content Limits: Content is limited to identifying proper warm-up and cool-down techniques and why each is important:

Appropriate warm-up and cool down activities should relate to and/or prepare for the upcoming main activity.

Reasons why warm-up is important:

• Prevents injury • Allows joints to move more efficiently • Increases muscle metabolism • Increases blood circulation

Reasons why cool-down is important:

• Reduces cramping and stiffness • Allows gradual slowing of heart rate, which helps prevent fainting • Reduces heart rate • Prevents blood from pooling in the legs


Item Types:






• Photos, illustrations, or descriptions of students engaging in activities unrelated to warming up or cooling down

• Photos, illustrations, or descriptions of students engaging in activities that do not match the stated technique


Item Stem:

Why is cooling down after exercising important?

A. It prevents muscle pulls.

B. It speeds the heart rate up.

C. It helps burn more calories.

*D. It reduces cramps and stiffness.


Prompt:

Identify two activities that could be done as part of a cool-down.

Exemplar Response:

One activity that could be done during a cool-down is 5–10 minutes of jogging. Another thing that should be done is 5–10 minutes of static stretching.

Item Rubric 2 points The student correctly identifies activities that could be done as part of a cool-

down, including: • 5–10 minutes of light cardio exercise (e.g., walking, jogging) • 5–10 minutes of static stretching (or any kind of specific stretches)

1 point The student correctly identifies one activity that could be done as part of a cool-down.






Benchmark: PE.6.C.2.21 Identify the precautions to be taken when exercising in extreme weather and or environmental conditions.

Clarification: Identifies the safety precautions that should be taken in extreme weather (extremely hot or cold temperatures, wind, rain, thunder, lightning, smoke, etc.) or other extreme environmental conditions (scuba diving, etc.).

Performance Level Descriptor: To demonstrate proficiency, students will identify various safety precautions that should be taken in extremely hot weather (e.g., drink plenty of fluids, wear appropriate clothing, rest in the shade), extremely cold weather (e.g., wear gloves and hat, cover exposed skin), or other extreme environmental conditions (e.g., wear sunscreen, water-resistant clothing).

Content Focus: Precautions

Content Limits: Content is limited to identifying safety precautions that should be taken in extreme weather or other extreme environmental conditions, including but not limited to:

• Staying hydrated • Wearing sunscreen • Dressing in layers • Wearing gloves • Covering exposed skin


Item Types:






• Photos, illustrations, or descriptions of precautions that do not match the weather/environmental conditions

• Photos, illustrations, or descriptions of students engaging in activities unrelated to extreme weather/environmental conditions


What is important to do when participating in outdoor activities in the summer?

A. Wear a helmet

B. Eat a large meal

C. Wear several layers

*D. Drink plenty of fluids


Prompt:

Identify two precautions you should take when exercising outside on a hot day.

Exemplar Response:

One precaution you should take when exercising on a hot day is wearing sunscreen. Another precaution is drinking enough fluids.

Item Rubric 2 points The student identifies two precautions that should be taken when exercising on a

hot day: • Proper hydration • Appropriate dress (e.g., light clothing) • Sun protection (e.g., sunscreen, sunglasses, hat)

1 point The student identifies one precaution that should be taken when exercising on a hot day.






Benchmark: PE.6.C.2.22 List the three different types of heat illnesses associated with fluid loss.

Clarification: Identifies heat cramps, heat exhaustion, and heat stroke as the three illnesses associated with fluid loss due to extreme heat.

Performance Level Descriptor: To demonstrate proficiency, students will be able to identify and describe symptoms of heat cramps, heat exhaustion, and heat stroke as the three illnesses associated with fluid loss due to extreme heat.

Content Focus: Heat-related illnesses

Content Limits: Content is limited to identifying and describing the following heat-related illnesses and their symptoms:

• Heat cramps • Heat exhaustion • Heat stroke


Item Types:








Item Stem:


A. Hiccups

B. Bloating

*C. Clammy skin

D. Swollen gland


Prompt:

Identify two different types of heat illnesses associated with fluid loss.

Exemplar Response:

One type of heat-related illness that can occur is heat stroke. Another kind of heat-related illness that can occur is heat exhaustion.

Item Rubric 2 points The student correctly identifies two different types of heat-related illnesses

associated with fluid loss: • Heat cramps • Heat exhaustion • Heat stroke

1 point The student correctly identifies one kind of heat-related illness associated with fluid loss.






Benchmark: PE.7.C.2.1Identify the basic rules for team sports.

Clarification: Identifies, explains, or demonstrates an understanding of the basic rules of various team sports.

Performance Level Descriptor: To demonstrate proficiency, students will identify, explain, or demonstrate various basic rules (e.g., number of players, scoring, setup) of team sports (e.g., basketball, softball, soccer).

Content Focus: Rules for Team Sports

Content Limits: Content is limited to identifying basic rules for team sports, including, but not limited to:

• Basketball • Soccer • Football/flag football • Softball • Baseball • Volleyball


Item Types:





• Photos, illustrations, or descriptions of non-team sports rules • Photos, illustrations, or descriptions of rules that do not correspond to the sport

referenced in the stem • Photos, illustrations, or descriptions of activities unrelated to physical fitness



How many players are actively playing on a regulation basketball team at a time?

A. 4

*B. 5

C. 6

D. 7


Prompt:

Identify two ways that the offense on a football team may advance the ball down the field.

Exemplar Response:

A team may run or pass the ball.

Item Rubric 2 points The student identifies two ways that a football team may advance the ball down

the field. 1 point The student identifies one way that a football team may advance the ball down

the field. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.7.C.2.3 Explain basic offensive and defensive strategies in modified games or activities and team sports.

Clarification: Explains, describes, or identifies basic offensive and defensive strategies in games and sports.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain basic offensive and defensive strategies in modified games and activities (e.g., capture the flag, tag, and kickball) and team sports.

Content Focus: Offensive and defensive strategies

Content Limits: Content is limited to identifying offensive and defensive strategies in modified games or activities and team sports.


Item Types:





• Photos, illustrations, or descriptions of activities that do not match the defensive or offensive tactic mentioned in the stem

• Photos, illustrations, or descriptions of activities that do not have offensive or defensive techniques



In ultimate disc, what is an offensive movement after you catch the disc?

A. Run with it to a teammate

B. Hand it to a teammate

*C. Pass it to a teammate

D. Throw it to the ground


Prompt:

Identify two ways to get a player out in softball.

Exemplar Response:

One way is striking a batter out. Another way is tagging a batter out.

Item Rubric 2 points The student identifies two defensive actions in softball:

• Tag a player out • Throw a player out • Strike a player out • Force an out • Pick a runner off • Catch a fly ball

1 point The student identifies one defensive action in softball. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.7.C.2.6 Provide feedback on skill patterns of self and partner by detecting and correcting mechanical errors.

Clarification: Identifies, describes, or explains mechanical errors during physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain mechanical errors in physical activities though observing self and others.

Content Focus: Correcting mechanical errors

Content Limits: Content is limited to identifying or describing mechanical errors in physical activities (e.g., foot position, hand position, timing).


Item Types:





• Photos, illustrations, or descriptions of activities not related to physical activities • Photos, illustrations, or descriptions of activities performed correctly



James is observing Micah’s throws. Micah’s underhand pitch is not reaching the plate.

What advice should James give Micah to improve his pitch?

A. Focus on a spot behind the catcher and watch the batter

*B. Step forward on the opposite foot and bend the knees

C. Spend more hours working out in the gym

D. Pitch without wearing a baseball glove


Prompt:

Manuel is having trouble controlling his forearm passes. Identify two things that he should do to improve his passing.

Exemplar Response:

One thing Manuel should do to improve his passing is to keep his eye on the ball. Another thing he should do is try to keep his arm straight.

Item Rubric 2 points The student identifies at least two things Manuel could do to improve his passing,

including but not limited to: • Facing his target • Keeping his arm straight • Keeping his eyes on the ball • Bend the knees • Bend forward at the waist

1 point The student identifies one thing Manuel could do to improve his passing. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.7.C.2.8 List specific safety procedures and equipment necessary for a variety of sports and physical activities.

Clarification: Identifies, describes, or explains specific safety procedures (e.g., don’t stand next to the batter) and equipment (e.g., wear a helmet) for a variety of sports and physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain safety procedures and equipment for a variety of sports and physical activities.

Content Focus: Safety procedures and equipment

Content Limits: Content is limited to identifying safety procedures and equipment in sports and general physical activity.


Item Types:





• Photos, illustrations, or descriptions of safety equipment or procedures that do not match the activity referenced in the stem

• Photos, illustrations, or descriptions of activities and equipment not related to physical activity or athletics



What type of safety equipment is necessary to play football and ice hockey?

A. Skates

B. Goggles

C. Shin guards

*D. Mouth guard


Prompt:

Identify two players who wear a helmet during a baseball game.

Exemplar Response:

The batter and the catcher wear a helmet.

Item Rubric 2 points The student identifies two players who wear a helmet.

• Base runner • Student base coach • Batter • Catcher

1 point The student identifies one player who wears a helmet. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.7.C.2.9 Describe how movement skills learned in one physical activity can be transferred and used in other physical activities.

Clarification: Describes, explains, or identifies how skills learned in one physical activity can be used in another.

Performance Level Descriptor: To demonstrate proficiency, students will describe, explain or identify how skills learned in one physical activity (e.g., sprinting, passing, kicking) can be used in another activity.

Content Focus: Transfer of movement skills

Content Limits: Content is limited to describing, explaining, and identifying how skills learned in one physical activity can be used in another physical activity. Physical activities include, but are not limited to:

• Basketball • Softball and baseball • Modified football • Soccer • Golf • Tennis • Hockey • Lacrosse

Skills referenced may include, but are not limited to:

• Passing • Throwing • Striking with body part or equipment • Kicking


Item Types:






• Photos, illustrations, or descriptions of two unrelated activities • Photos, illustrations, or descriptions of sedentary activities


The underhand pitch in softball is associated to a move in which other sport?

*A. Bowling

B. Ice Hockey

C. Soccer

D. Track


Prompt:

Many sports use similar movements. Describe two movement skills that are used in both soccer and basketball.

Exemplar Response:

Two similar movement skills in soccer and basketball are dribbling the ball and an overhead throw-in motion.

Item Rubric 2 points The student identifies two ways that movement skills are similar in soccer and

basketball, such as: • Dribbing the ball • Throwing the ball during a throw-in • Sliding to guard an opponent • Pivoting

1 point The student identifies one way that movement skills are similar in soccer and basketball.






Benchmark: PE.6.L.3.1 Participate in moderate to (MVPA) on a daily basis.






Item Types:

















Item Types:











Benchmark: PE.7.L.3.3 Participate in a variety of team sports, outdoor pursuits, and aquatics activities that promote cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.

Clarification: Identifies, explains, or demonstrates understanding of the ways in which team sports, outdoor pursuits, and aquatics activities can be used to improve or maintain at least one component of health-related fitness.

Performance Level Descriptor: To demonstrate proficiency, students identify, describe, or explain ways in which given team sports, outdoor pursuits, and aquatics activities can be used to improve or maintain components of health-related fitness.

Content Focus: Health-related components of fitness

Content Limits: Content is limited to identifying health-related component of fitness benefits for participation in outdoor activities, team sports, and aquatics offered in school and in the surrounding community or those familiar and appropriate for students at a middle school level, including, but not limited to:

• Hiking • Rowing • Swimming • Diving • Canoeing


Item Types:






• Photos, illustrations, or descriptions of activities not referenced in the stem • Photos, illustrations, or descriptions of components of health-related fitness not

referenced in the stem • Photos, illustrations, or descriptions of unhealthy behaviors


Christopher wants to improve his cardiorespiratory endurance. Which activities should he participate in?

A. Diving and table tennis

B. Bowling and basketball

*C. Swimming and cycling

D. Golf and soccer



Prompt:

Jasmine joined a rowing team through her local community center.

Describe one component of health-related fitness that Jasmine could improve if she attends practices regularly. Then, explain how rowing will help her improve the component you chose.

Exemplar Response:

Jasmine could improve her muscle strength because she will have to pull the oars through the water, which involves a lot of resistance.

Item Rubric 2 points The student correctly identifies one of the following components of physical

fitness: • Muscular strength • Cardiorespiratory endurance • Muscular endurance • Body composition • Flexibility

AND The student correctly identifies one way that rowing improves the component he or she chose:

• Muscular strength: Resistance training in the water • Cardiorespiratory endurance: Working heart and lungs for long periods • Muscular endurance: Working muscles for long periods • Body composition: Burning fat and calories

Note: Other plausible, fact-based responses will receive credit for part 2. 1 point The student correctly identifies one component of physical fitness but does not

explain how rowing will help improve that component. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.7.L.3.4 Identify the in-school opportunities for participation in team sports, outdoor pursuits, and aquatics.

Clarification: Identifies opportunities for participation in outdoor activities, team sports, and aquatics in school.

Performance Level Descriptor: To demonstrate proficiency, students will identify opportunities for participation in outdoor activities (e.g., hiking), team sports (e.g., basketball), and aquatics (e.g., swimming) in school and in the community.

Content Focus: Opportunities for physical activities

Content Limits: Content is limited to identifying opportunities for participation in outdoor activities, team sports, and aquatics offered in school including, but not limited to:

• Hiking • Rowing • Swimming • Soccer • Basketball • Disc sports


Item Types:





• Photos, illustrations, or descriptions of activities that are not available in school • Photos, illustrations, or descriptions of sedentary activities




A. Joining the chess team

B. Participating in the choir

*C. Playing on the soccer team

D. Running for class president





Benchmark: PE.7.L.3.5Identify the community opportunities for participation in team sports, outdoor pursuits, and aquatics.

Clarification: Identifies opportunities for participation in outdoor activities, team sports, and aquatics in school and in the community.

Performance Level Descriptor: To demonstrate proficiency, students will identify opportunities for participation in outdoor activities (e.g., hiking), team sports (e.g., basketball), and aquatics (e.g., swimming) in school and in the community.

Content Focus: Opportunities for physical activities

Content Limits: Content is limited to identifying opportunities for participation in outdoor activities, team sports, and aquatics in the community including, but not limited to:

• Hiking • Rowing • Swimming • Diving • Soccer • Basketball • Disc sports


Item Types:





• Photos, illustrations, or descriptions of activities that are not available in school or in the community







*C. Playing on the soccer team



Prompt:

Identify two activities in the community that could promote physical fitness. Make sure to describe how each activity is found in the community.

Exemplar Response:

One activity in the community that promotes physical fitness is swimming at the local pool. Another activity is playing basketball at the community center.

Item Rubric 2 points The student identifies two activities in the community that promote physical

fitness, such as weightlifting, swimming, diving, track, soccer, disc golf, running on the beach, and football.

1 point The student identifies one activity in the community that promotes physical fitness.






Benchmark: PE.7.L.3.6 Identify a variety of team sports, outdoor pursuits and aquatics activities that promote stress management.

Clarification: Identifies a variety of physical activities that promote the management of stress.

Performance Level Descriptor: To demonstrate proficiency, students will identify a variety of fitness, wellness, gymnastics, and dance activities that assist in the management of stress.

Content Focus: Physical activity that promotes stress management

Content Limits: Content is limited to identifying and/or performing physical activities that can help relieve stress and/or promote a sense of renewal.


Item Types:







Marco is feeling stressed about an upcoming test. Which physical activity provides a healthy way for Marco to help relieve his stress?

A. Taking a nap

*B. Going for a walk

C. Watching television

D. Eating a bag of candy



Prompt:

Isabella likes music and exercising with objects like hula hoops or ribbons. She had a disagreement with her friend and is feeling stressed.

Based on the information above, describe one activity Isabella could do to reduce her stress. Then, explain why you think Isabella might do that activity to relieve stress.

Exemplar Response:

One activity in the community that promotes physical fitness is swimming at the local pool. Another activity is playing basketball at the community center.

Item Rubric 2 points The student identifies one plausible activity, such as dance or gymnastics, which

could reduce stress based on the prompt. AND The student explains that Isabella should do that activity because it has components (music, manipulatives) that she enjoys.

1 point The student identifies one plausible activity, such as dance or gymnastics, which could reduce stress based on the with a missing or incorrect explanation.






Benchmark: PE.6.L.4.1 Create and implement a personal fitness program in collaboration with a teacher.

Clarification: Create and implement a personal fitness program on the computer or using paper and pencil in collaboration with the teacher.

Performance Level Descriptor: To demonstrate proficiency, students will create a personal fitness program in collaboration with a teacher.


Content Limits: The content of this benchmark is limited to the key components of a personal fitness program :

• Frequency • Time • Type • Intensity • Lunges • Squats • Squat jumps • Leg raises • Leg press • Advection/abduction


Item Types:

• Short Constructed-Response • Performance Task


Prompt:

After collaborating with her teacher, Susie wants to improve her muscular endurance during soccer games.



Exemplar Response:

Susie should do three sets of ten walking lunges three times a week to improve her muscular endurance.


endurance . AND The student correctly identifies how often the activity should be done.

1 point The student correctly identifies at least one activity that improves muscular endurance with a missing or incorrect frequency. OR The student identifies an activity that isn’t muscular endurance but identities a correct frequency..



Materials:


Setup:


• The student sits at a computer with a word processing or spreadsheet program open and ready to use

Prompt:

• Say: “Create a personal fit log that would keep track of how much physical activity you participate in over the course of a week. Include at least two different activities in your log.”



• FITT principles • 2 activities








Clarification: Develop goals that can help individuals stay fit and healthy.

Performance Level Descriptor: To demonstrate proficiency, students will develop proficiency in developing goals for a personal fitness program.



• By developing a PFP, a goal is to increase CR fitness level • Goals are based on individual student evaluation


Item Types:

• Short Constructed-Response • Multiple Choice


Prompt:

Identify one personal fitness goal and explain one activity that you can do each week to achieve that goal.

Exemplar Response:

One of my personal fitness goals is to increase my cardiorespiratory endurance. I can achieve that by jogging a mile every week.

Item Rubric 2 points The student correctly identifies a logical personal fitness goal and tells one

activity that he or she can do every week to achieve that goal. Note: Answers will vary by student.

1 point The student correctly identifies a logical personal fitness goal but doesn’t identify an activity to achieve that goal.






Benchmark: PE.6.L.4.3 Use available technology to assess, design and evaluate a personal physical-activity plan.

Clarification: Uses an available technology to assess one’s own level of physical fitness.

Performance Level Descriptor: To demonstrate proficiency, students will use a variety of technology (e.g., scale, heart rate monitor, pedometer) to assess one’s own level of physical fitness.


Content Limits: Content is limited to assessing one’s own level of physical fitness using a variety of technology.

Technologies are limited to:

• Pedometer • Accelerometer • Treadmills • Lifecycles • Heart rate monitor • Spreadsheets • Scales • Stopwatches


Item Types:





• Photos, illustrations, or descriptions of resources that do not correspond with the activity given in the stem




Which piece of technology can assess one’s own level of physical fitness?

A. Walkie talkie

B. Radio

C. Television






Benchmark: PE.6.L.4.4 Develop a personal fitness program including a variety of physical activities.

Clarification: Identifies activities that can help individuals stay fit and healthy.

Performance Level Descriptor: To demonstrate proficiency, students will identify a variety of physical activities that can be included when developing a personal fitness program.


Content Limits: Physical activities that cab included but not limited to:

• Biking • Jogging • Walking • Swimming • Yoga


Item Types:





• Photos, illustrations, or descriptions of incorrect benefits of physical activity • Photos, illustrations, or descriptions of physical activities that do not improve the goal

stated in the stem or do not match the description provided in the stem



Noah plays soccer for 60 minutes three times a week. What activity can Noah add to his exercise routine to develop muscular strength?

A. Jumping rope

B. Running laps

*C. Lifting weights

D. hitting golf balls


Prompt:

Name two activities you can add to your personal fitness plan to strengthen your core muscles.

Exemplar Response:

I could add crunches or planks to help strengthen your core muscles.

Item Rubric 2 points The student correctly identifies at least two targeted exercises that strengthen

the core muscles. Crunches, plank (side), sit-ups, leg raises, v-sit, bicycle kicks

1 point The student correctly identifies only one plausible, targeted exercise that strengthens the core muscles.




Strand: Responsible Behavior and Values

Standard: 5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.

Benchmark: PE.7.R.5.1 Identify situations in which peer pressure could negatively impact one’s own behavior choices.

Clarification: Identifies, explains, and describes situations in which peer pressure could negatively impact behavior choices (e.g., could lead to poor physical performance).

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe or explain responsible personal and social behavior in physical activity settings (e.g., identification of negative behavioral actions).


Content Limits: Content is limited to identifying, explaining, or describing the effect of negative peer pressure on physical performance and the consequences of negative behavior.


Item Types:





• Photos, illustrations, or descriptions of activities and situations not related to peer pressure



Your teammates ask you lie to your coach. They plan to go to a concert instead of attending practice.

What could be a consequence of lying to your coach?

A. You will not get a good grade on your project.

*B. You will not be able to play in the next game.

C. You will be left out of the fun event.

D. You will have to pay a fine.


Prompt:


Exemplar Response:















Item Types:

• Multiple Choice







Rushi is playing a relay game where each person on the team has to serve the ball over the net. The team has one minute for each team member to complete the serve. Rushi keeps hitting the net.

What should Rushi’s team do when Rushi finally makes the serve?

A. Yell at Rushi for taking such a long time

B. Ignore Rushi and walk away since his team has already lost

*C. Tell Rushi he is doing a good job and give him tips for next time

D. Pass the ball back to Rushi so he can get more practice serving







PE. 8.R.5.4





Benchmark: PE.6.R.6.1 Identify an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.

Clarification: Identifies, describes, or explains opportunities for physical activities outside of the school setting for personal enjoyment, or attaining or maintaining a healthy lifestyle.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain opportunities for physical activity outside of the school setting for personal enjoyment, or attaining or maintaining a healthy lifestyle.

Content Focus: Opportunities for physical activity in the community

Content Limits: Content is limited to activities that provide opportunities for students to be active, such as joining a team, swimming, and biking.


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of nonphysical activities • Photos, illustrations, or descriptions of activities in the school, such as PE class


Which activity provides an opportunity for physical activity outside of school?

A. Playing an instrument

B. Learning a new language

*C. Swimming at a recreational center

D. Going to physical education class





Benchmark: PE.6.R.6.2 Identify the potential benefits of participation in a variety of physical activities.

Clarification: Identifies, describes or explains the benefits of participating in physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain the benefits of participating in physical activities.









Item Types:









Edward is a pitcher on his baseball team and plays baseball three times a week.

What is the potential benefit of participating in this activity?

A. Becoming a better cook


C. Eating more fruits and vegetables

*D. Strengthening his bones and muscles


Prompt:

List two potential benefits of physical activity.

Exemplar Response:

One potential benefit of physical activity is having a stronger heart. A different potential benefit of physical activity is having better flexibility.

Item Rubric 2 points The student correctly identifies at least two potential benefits of physical activity,

including but not limited to:

• Improved flexibility • Stronger heart muscle • Improved muscular strength • Improved muscular endurance

1 point The student correctly identifies only one potential benefit of physical activity. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.6.R.6.3 Participate in games, sports, and/or physical activities from other cultures.

Clarification: Identifies, describes, explains, lists or distinguishes characteristics of games, sports, or physical activities from other cultures.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, explain, list or distinguish games, sports, or physical activities from other cultures (e.g., tai chi, bocce, rugby).

Content Focus: Games from other cultures

Content Limits: Content is limited to identifying games, sports, or physical activities from other cultures. These activities may include, but are not limited to:

• Tai chi • Taekwondo • Cricket • Bocce • Dance


Item Types:

• Multiple Choice • Performance Tasks




• Photos, illustrations, or descriptions of nonphysical activities • Photos, illustrations, or descriptions of activities not referenced in the stem • Photos, illustrations, or descriptions of activities not from foreign cultures



Which activity should you do if you want to improve your balance, stretching, and meditation?

A. Bocce

B. Cricket

C. Rugby

*D. Tai Chi





Benchmark: HE.7.B.6.3 Explain strategies and skills needed to attain/maintain a personal health goal.

Clarification: Identify and explain a strategy or skill needed to attain/maintain a personal health goal.

Performance Level Descriptor: To demonstrate proficiency, students will identify and explain a strategy or skill needed to attain/maintain a personal health goal.

Content Focus: Attain/maintain a personal health goal

Content Limits: Strategies or skills should include, but are not limited to, the following:

• Journaling • Daily checklists • Calorie counters • Pedometers • Support groups • Buddy system • Health/Fitness clubs • Develop plans/goals • Scale • Heart rate monitor • Pedometer • Spreadsheet


Item Types:



Benchmark: HE.7.P.8.2

Strand: Promotion

Standard: 7. Demonstrate the ability to practice advocacy, health-enhancing behaviors, and avoidance or reduction of health risks for oneself.

Benchmark: HE.7.P.8.2 Articulate a position on a health-related issue and support it with accurate health information.

Clarification: Describe a position on a given topic and explain how to support that choice with accurate information

Performance Level Descriptor: To demonstrate proficiency, students will identify a health-enhancing position on a topic and describe ways to support that position with accurate information.

Content Focus: Support a position

Content Limits: Health-enhancing positions should include, but are not limited to, the following:

• Bullying prevention • Internet safety • Nutritional choices • Validity of information • Substance abuse • Relationships • Active lifestyle • School involvement


Item Types:



Benchmark: LACC.6.RI.3.7


Standard: LACC.6.RI.3 Integration of Knowledge and Ideas

Benchmark: LACC.6.RI.3.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Clarification: Compare and contrast information presented in different formats (textually, statistically or graphically) as related to a given topic.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe the relationship between data presented in at least two different formats as related to a given topic or text.

Content Focus: Analyzing and presenting information

Content Limits: Graphical information is limited to presentation in charts and organizers familiar at the 6-8th grade level, including but not limited to:

• Bar graphs • Pie graphs • Venn diagrams • Fitness data • Nutritional data • Injuries and sports safety • Bike and water safety

Statistics presented as data are limited to basic decimals to the 10ths place or whole percentages

Textual stimuli should be at or below a 6th grade reading level.

The context should be applicable to a physical education class setting.


Item Types:







• Photographs, illustrations, words, or short phrases referencing conclusions or analysis not supported by the stimuli or stem.








Content Focus: Craft and structure of informational work




Item Types:








Benchmark: MACC.6.RP.1.1

Strand: Math

Standard: MACC.6.RP.1 Understand ratio concepts and use ratio reasoning to solve problems.

Benchmark: MACC.6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”






Item Types:










SPECIFICATIONS FOR

M/J COMPREHENSIVE GRADES 7–8






Benchmark: PE.7.M.1.1 Participate in modified versions of team sports demonstrating mature patterns while using a variety of manipulative skills.


PE.7.M.1.2 PE.7.M.1.6





Benchmark: PE.7.M.1.2 Use basic offensive and defensive strategies while playing modified versions of a variety of sports and activities.

Clarification: Demonstrates the ability to use basic offensive and defensive tactics for modified versions of sports and activities.

Performance Level Descriptor: To demonstrate proficiency, students demonstrate basic offensive and defensive tactics for modified versions of sports and activities.

Content Focus: Offensive/defensive strategies

Content Limits: Content is limited to offensive and defensive strategies that are appropriate for the middle school level. Activities include, but are not limited to:

• Community or school games (basketball, tag, capture the flag) • Modified game or team sports


Item Types:

• Short Constructed-Response



Prompt:

Jayne and Hailee are playing a game of keep away. The defensive player is trying to take the ball away from the offensive player.

What two strategies can the offensive player use to keep the defender from taking the ball away?

Exemplar Response:


Item Rubric 2 points The student identifies at least two plausible strategies for stopping the defender

from taking the ball away, including but not limited to: • Boxing out when rebounding • Shielding the ball with their body • Changing directions while controlling the ball

1 point The student identifies one plausible strategy for stopping the defender from taking the ball away






Benchmark: PE.7.M.1.3 Demonstrate appropriate relationships between the body and an opponent in dynamic game situations.

Clarification: Demonstrates appropriate relationships between the body and an opponent in simulated game situations (e.g., stays between the opponent and the goal; moves between the opponent and the ball).

Performance Level Descriptor: To demonstrate proficiency, students will demonstrate relationships between the body and opponents in game situations (e.g., staying between the opponent and the goal; moving between the opponent and the ball; moving to block the ball or to catch the ball; avoiding the opponent).

Content Focus: Body awareness during game situations

Content Limits: Content is limited to game situations appropriate for the middle school level and school settings:


Item Types:



Prompt:

Daniel is trying to stop Hailee from scoring a point in a modified basketball game. Hailee has to dribble past Daniel and put the ball in a basket to score a point.

Which way should Daniel be facing in relation to Hailee if he wants to stop her from getting past him to the goal? Why should he face this way?

Exemplar Response:



Item Rubric 2 points The student identifies that Daniel should be facing Hailee

AND The student identifies at least one reason Daniel should be facing Hailee, including but not limited to:

• Daniel can keep himself between Hailee and the goal • Daniel can see where Hailee is trying to move • Daniel could be able to block Hailee’s shot

1 point The student identifies that Daniel should be facing Hailee OR The student identifies at least one advantage of facing the correct direction without identifying what the correct direction is.





Standard: 1. Demonstrate competency in many and proficiency in a few movement forms from a variety of categories (Team Sports, Outdoor Pursuits/Aquatics).

Benchmark: PE.7.M.1.6 Demonstrate the critical elements in specialized skills related to a variety of sports or outdoor pursuits activities.

Clarification: Demonstrates critical elements in specialized skills related to sports or outdoor pursuit activities, such as overhand throw for distance/force, a forearm pass in volleyball, steering a canoe, batting, or using the correct stance in archery.

Performance Level Descriptor: To demonstrate proficiency, students will demonstrate and perform skills related to a variety of sports or activities (e.g., overhand throw, batting, strength training, repetition).

Content Focus: Specialized skills

Content Limits: Content is limited to demonstrating and performing specialized skills related to a variety of sports and outdoor activities, including, but not limited to:

• Overhand throw • Batting • Serving a volleyball • Dribbling • Swim strokes • Dives

Where safety equipment or gear is worn in a particular sport/aquatic/outdoor pursuit, the student must wear the required or recommended safety equipment during any Performance Task pertaining to that sport/aquatic/outdoor pursuit activity. Required safety equipment should be listed in the Materials section of the Performance task if needed.


Item Types:




Materials:

• Three softballs or a softball-sized balls that can be thrown 60 feet • Softball field or open area • Bases or poly spots • Softball glove for catching if regulation softball is used • Partner/person to catch balls

Setup:

• Place the two bases or poly spots in a line 60 feet apart • Designate one base/poly spot as home plate and the other as first base • Have student stand at home plate or poly spot • Have another person with glove stand at first base • Tell the person catching the ball to roll the balls off the side in a safe location

immediately after each catch

Prompt:

• Say: “You are going to perform three overhand throws to first base. Your ball should reach first base and be thrown to the person catching the ball without touching the ground.”

• Say: “When I say ‘Go.’ Throw the first ball overhand to the person standing at first base.” • Say: “Go.” • Say: “When I say ‘Go.’ Throw the second ball overhand to the person standing at first

base.” • Say: “Go.” • Say: “When I say ‘Go.’ Throw the last ball overhand to the person standing at first base.”

Note: The student being assessed is not penalized if person catching drops the ball. If the student receives a two point score on the first or second trial, the remaining trials do not need to be completed.


Item Rubric 2 points The student throws the ball at least 60 feet without the ball touching the ground

on at least one of the trials. AND The student throws the ball accurately to the person catching the ball without the ball touching the ground, so that the person catching the ball does not have to take more than three steps in any direction to reach the ball on at least one of the trials.

1 point The student throws the ball at least 60 feet without the ball touching the ground on at least one of the trials but the person catching the ball moves more than three steps in any direction OR The student throws the ball accurately to the person catching the ball but the ball hits the ground before reaching the person catching the ball on at least one of the trials.













Item Types:

• Multiple Choice









A. Pedometer

B. Spreadsheet

C. Stopwatch

*D. Video





Benchmark: PE.7.M.1.9 Demonstrate principles of biomechanics necessary for safe and successful performance.

Clarification: Understands, explains, or applies principles of biomechanics as they relate to safe and successful performance of a physical activity

Performance Level Descriptor: To demonstrate proficiency, students will demonstrate, explain, or apply basic principles of biomechanics to increase safety, skill, or effectiveness during physical activity.

Content Focus: Principles of biomechanics

Content Limits: Basic principles of biomechanics assessed should include, but not be limited to:

• Momentum • Stability • Force • Torque • Velocity • Acceleration


Item Types:

• Multiple Choice




• Photos, illustrations, or descriptions of technology that do not match the principle or activity referenced in the stem

• Photos, illustrations, or descriptions of physical activities or physical activity events that do not relate to biomechanics



Which biomechanical principle would you use when performing a long jump?

A. Balance

B. Stability

C. Torque

*D. Velocity




Standard: 1. Demonstrate competency in many and proficiency in a few movement forms from a variety of categories (Individual/Dual Sports, Alternative/Extreme Sports).

Benchmark: PE.8.M.1.2 Demonstrate critical elements when striking with an object or implement.

Clarification: Demonstrates selected critical elements when striking a target with an object or implement.

Performance Level Descriptor: To demonstrate proficiency, students will strike an object with an implement.

Content Focus: Strike an object


Content Limits: Objects and implements include, but are not limited to:

Implements Objects • Baseball bat • Softball bat • Tennis Racquet • Croquet mallet • Hockey stick

• Balls (croquet, tennis, soccer, softball)

• Archery target • Shuttlecock/birdie


Item Types:




Materials:

• Badminton birdie or foam tennis ball, Badminton net (20 feet wide x 5 feet high x 2 feet high), badminton racquet

Setup:

• Have the student stand 8 feet from the net.

Prompt:

• Say: “You will serve the birdie over the net. You will have two attempts.” • Say: “Serve the birdie over the net to the left side of the court.” • Retrieve the birdie. • Say: “Serve the ball over the net to the right side of the court.” • Retrieve the birdie.

Item Rubric 2 points The student successfully hits the ball over the net twice. 1 point The student successfully hits the ball over the net once. 0 points The student is unable to perform the task, does not understand how to complete






Benchmark: PE.8.M.1.3 Demonstrate body management for successful participation in a variety of modified games and activities.

Clarification: Demonstrates body management (e.g., components of skill-related fitness) for successful participation in modified games and activities.

Performance Level Descriptor: To demonstrate proficiency, students will show competency in movement forms (e.g., hitting tennis balls while moving towards the ball, maintaining balance in gymnastics, dribbling around opponents).

Content Focus: Body management

Content Limits: Content includes demonstrating body management skills for successful participation in modified games and activities that include, but are not limited to:

• Front, rear, or side supports • L-holds on bars • Dance combinations • Rolls

Components of Skill-Related Fitness



Item Types:




Materials:

• Volleyball, volleyball net, designated volleyball court area • Partner

Setup:

• Assign a partner to toss the ball over the net • Have the student stand directly across from the student on the other side of the net. The

student and partner should be 10 feet apart.

Prompt:

• Say: “Your partner is going to toss the ball over the net to you using an underhand toss. When they do, bump the volleyball back over the net so that it lands inside the court area.

• Say to the partner: “When I say, ‘Go,’ toss the ball over the net to the right using an underhand toss.”

• Say: “Go”. • Watch the partner toss the ball and the student return it • Say to the partner: “When I say, ‘Go,’ toss the ball over the net to the left using an

underhand toss.” • Say: “Go”. • Watch the partner toss the ball and the student return it • Have the partner collect the ball


Note: The teacher may first demonstrate the action so that the student understands the task.

The partner must use an underhand throw and the ball must land in the court. The student may have another try if the toss does not meet these criteria.

Item Rubric 2 points The student successfully moves towards the ball, contacts the ball, and hits it back

over the net. 1 point The student correctly moves towards the ball, but does not contact the ball or hits

the ball into the net. 0 points The student is unable to perform the task, does not understand how to complete the

task, or unsuccessfully completes the task.





Benchmark: PE.8.M.1.4 Apply principles of biomechanics necessary for safe and successful performance.

Clarification: Demonstrates principles of biomechanics necessary for safe and successful performance in activities by using objects such as tennis balls and other types of balls, striking implements such as bats, golf clubs, or tennis racquets, or other sports specific equipment, such as inline skates, skateboards, or bicycles.

Performance Level Descriptor: To demonstrate proficiency, students will use objects (e.g., tennis balls, foam balls, plastic balls), long-handled implements (e.g., bats, hockey sticks, racquets, golf clubs), or other appropriate sport-specific equipment to show principles of biomechanics that are necessary for safe and successful performance.

Content Focus: Kinematics and kinetics

Content Limits: Objects and long-handled implements used to assess this benchmark in a performance task include, but are not limited to:

• Objects: tennis balls, foam balls, Wiffle balls, hockey balls, golf balls, softballs, small playground balls

• Long-handled implements: bats, hockey sticks, golf clubs, tennis racquets • Othe

r sport-specific equipment: inline skates, skateboards, bicycles

Appropriate safety gear/equipment must be worn by the student (and partner) during performance tasks.


Item Types:




Materials:

• Softball bat, foam/training softball • Partner

Setup:

• Give the bat to the student. Have the partner stand 20 feet away from the student.

Prompt:

• Say: “Your partner is going to pitch the ball to you three times using an underhand pitch. When your partner pitches the ball, hit the ball forward and place the bat down.”

• Have the partner pitch the ball. • Retrieve the ball and give it to the partner. • Have the partner pitch the ball again. • Retrieve the ball and give it to the partner. • Have the partner pitch the ball a final time. • Retrieve the ball.

Item Rubric 2 points The student successfully hits the ball at least twice and does not throw the bat at

any point. 1 point The student successfully hits the ball forward once and does not throw the bat at

any point. 0 points The student is unable to perform the task, does not understand how to complete






Benchmark: PE.8.M.1.5 Demonstrate appropriate speed and generation of force when distance running, sprinting, throwing, jumping, striking or kicking.

Clarification: Uses appropriate speed and/or generation of force when running sprints or distance, throwing, jumping, striking, or kicking. These performance tasks will be limited to dribbling balls with the hands or feet.

Performance Level Descriptor: To demonstrate proficiency, students will use appropriate speed and/or generation of force while performing one of the following: dribbling balls (e.g., basketball, soccer ball) with their hands or feet, throwing balls (e.g., football, softball), running (e.g., sprints or distance), or jumping, dribbling, throwing, kicking, or striking balls or other objects.

Content Focus: Speed and power

Content Limits: Content is limited to the use of appropriate speed and generation of force while performing one of the following: dribbling balls (e.g., basketball, soccer ball) with their hands or feet, throwing balls (e.g., football, softball), running (e.g., sprints or distance), or jumping, dribbling, throwing, kicking, or striking balls or other objects.

Balls may include, but are not limited to:

• Softball • Basketball • Soccer ball • Volleyball • Football • Playground ball


Item Types:




Materials:

• Soccer ball, two cones, open grassy area, soccer goal or two additional cones to make a goal.

Setup:

• Set up the soccer goal or two cones 24 feet apart to act as a goal • Place one cone 10 feet from the soccer goal. Then, place another cone 10 feet from the

first cone. This will be the start cone. Position the student at the start cone.

Prompt:

• Say: “Dribble the ball to the second cone. When you reach the second cone, kick the ball into the goal.”

• Say: “You will have three chances to make the goal.”


Item Rubric 2 points The student successfully dribbles the ball and kicks it into the goal on at least one

attempt. 1 point The student attempts to dribble the ball but stops and starts and makes the goal

during at least one attempt. OR The student successfully dribbles the ball but is unable to make the goal during at least one attempt.






Benchmark: PE.8.M.1.6 Demonstrate offensive, defensive, and transition strategies and tactics.

Clarification: Demonstrates and performs offensive and defensive strategies and tactics for various sports.

Performance Level Descriptor: To demonstrate proficiency, students will demonstrate offensive and defensive strategies (e.g., moving to open space to catch the ball, using a blocking stance in front of an opponent, avoiding an opponent).

Content Focus: Offensive and defensive techniques

Content Limits: Content is limited to identifying or demonstrating offensive, defensive, and transition strategies in sports (e.g., karate, wrestling, roller hockey).


Item Types:








Item Stem:

Which is a defensive strategy used in soccer?

A. Throw in

B. Corner kick

*C. Moving to block the ball

D. Running to score a goal


Materials: • Soccer ball, open area, timekeeping device, goal or two cones to create a goal, two

additional cones • Partner

Setup:

• Set up the goal, or place two cones 24 feet apart to serve as a goal • Place one cone 15 feet from the soccer goal in line with the center of the goal. Then,

place another cone 5 feet from the first cone. This will be the start cone. Position the student at the start cone.

• Have the partner start with the ball at the cone furthest from the goal. • Have the student stand anywhere they wish behind the second cone so that there is at

least five feet between the two participants.


Prompt:

• Say: “Your partner is going to dribble the ball toward the goal and attempt to score a goal. Play defense and try to stop them. We will do this for one minute.”

• Say: “The defense cannot begin until offense makes the first move. Offense, when I say, ‘Go’, you may begin.”

• Say: “Go.” • Time the students for one minute. If the partner scores before the minute is up, retrieve

the ball and restart the drill until time is up.

Note: The teacher may first demonstrate the action so that the student understands the task.

Item Rubric 2 points The student uses at least two proper defensive techniques:

• Moves body between the opponent and the goal • Tries to steal the ball • Moves to block the ball • Assumes defensive body stance

1 point The student attempts one defensive technique. 0 points The student is unable to perform the task, does not understand how to complete












Item Types:















Prompt:


Exemplar Response:










Benchmark: PE.7.C.2.9 Describe how movement skills learned in one physical activity can be transferred and used in other physical activities.

Clarification: Describes, explains, or identifies how skills learned in one physical activity can be used in another.

Performance Level Descriptor: To demonstrate proficiency, students will describe, explain or identify how skills learned in one physical activity (e.g., sprinting, passing, kicking) can be used in another activity.

Content Focus: Transfer of movement skills

Content Limits: Content is limited to describing, explaining, and identifying how skills learned in one physical activity can be used in another physical activity. Physical activities include, but are not limited to:

• Basketball • Softball and baseball • Modified football • Soccer

Skills referenced may include, but are not limited to:

• Passing • Throwing • Striking


Item Types:






• Photos, illustrations, or descriptions of two unrelated activities • Photos, illustrations, or descriptions of sedentary activities


The underhand pitch in softball is associated to a move in which other sport?

*A. Bowling

B. Ice Hockey

C. Soccer

D. Track


Prompt:

Many sports use similar movements. Describe two movement skills that are used in both soccer and basketball.

Exemplar Response:

Two similar movement skills in soccer and basketball are dribbling the ball and an overhead throw-in motion.

Item Rubric 2 points The student identifies two ways that movement skills are similar in soccer and

basketball, such as: • Dribbing the ball • Throwing the ball during a throw-in • Sliding to guard an opponent • Pivoting

1 point The student identifies one way that movement skills are similar in soccer and basketball.






Benchmark: PE.8.C.2.3 Explain basic offensive and defensive strategies in individual/dual sports.

Clarification: Identifies, describes, or explains basic offensive or defensive strategies in games and sports.

Performance Level Descriptor: To demonstrate proficiency, students will describe, or explain basic offensive or defensive strategies individual/dual sports. (e.g., capture the flag, tag, kickball).

Content Focus: Offensive and defensive game strategies

Content Limits: Content is limited to the identifying offensive or defensive game strategies in grade-level appropriate game situations, physical education movements, and sports.


Item Types:









In basketball, what is a defensive movement after your opponent has taken and missed a shot?

*A. Rebound

B. Point

C. Layup

D. Assist


Prompt:

Identify two defensive actions in softball.

Exemplar Response:

One defensive action is striking a batter out. Another defensive action is tagging a batter out.


• Tag a player out • Throw a player out • Strike a player out • Walk a player who is a strong hitter • Pick a runner off







Benchmark: PE.8.C.2.4 Explain basic offensive and defensive strategies in alternative/extreme sports activities.

Clarification: Identifies, describes, or explains basic offensive or defensive strategies in games and sports.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain basic offensive or defensive strategies in modified games and activities (e.g., capture the flag, tag, kickball) and team sports.

Content Focus: Offensive and defensive game strategies

Content Limits: Content is limited to the identifying offensive or defensive game strategies in grade-level appropriate game situations, physical education movements, and sports.


Item Types:









In basketball, what is a defensive movement after your opponent has taken and missed a shot?

*A. Rebound

B. Point

C. Layup

D. Assist


Prompt:

Identify two defensive actions in softball.

Exemplar Response:

One defensive action is striking a batter out. Another defensive action is tagging a batter out.


• Tag a player out • Throw a player out • Strike a player out • Walk a player who is a strong hitter • Pick a runner off













Item Types:















Prompt:


Exemplar Response:










Benchmark: PE.8.C.2.6 Identify the critical elements for successful performance in a variety of sport skills or physical activities.

Clarification: Identifies or describes the critical elements for successful performance of a variety of sport skills.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe critical elements (e.g., foot position, arm position) of different sports skills.

Content Focus: Critical elements

Content Limits: Content is limited to identifying critical elements of a variety of different sports skills, including, but not limited to:

• Overhand throw for distance/force • Serving and bumping a volleyball • Shooting a basketball • Forehand and backhand • Striking with a racquet or club • Batting


Item Types:





• Photos, illustrations, or descriptions of critical elements that do not match the referenced sport or skill




What is important to do when shooting a layup?

A. Keep both your knees straight

B. Throw the ball as hard as you can

C. Jump high off the court with both feet

*D. Push off the court with your inside foot


Prompt:

Your goal is to improve at basketball so you can make the school team.

Identify one important aspect of your basketball performance to improve. Then describe an action to take to make sure you improve in this area.

Exemplar Response:

Speed is very important, so practicing running and sprinting would help me become faster.

Item Rubric 2 points The student identifies an area to improve in and describes an action to take,

including but not limited to: • Speed: running, sprinting • Agility: Cutting, defensive slides • Offensive: Practicing shooting, passing • Defensive: Practicing guarding, rebounding

1 point The student identifies one area for improvement but does not describe an action to take to improve.






Benchmark: PE.8.C.2.7 List specific safety procedures and equipment necessary for a variety of sports and physical activities.

Clarification: Identifies specific safety procedures (e.g., don’t stand near a batter) and equipment (e.g., wear a helmet) for a variety of sports and physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify safety procedures and equipment for a variety of sports and physical activities.

Content Focus: Safety procedures

Content Limits: Content is limited to identifying safety procedures with use of equipment in sports athletics and general physical activity, including, but not limited to:

• Basketball • Soccer • Baseball and softball • Gymnastics • Running • Cycling • Swimming • Field hockey • Ice hockey • Roller hockey


Item Types:






• Photos, illustrations, or descriptions of safety equipment or procedures that do not match the activity referenced in the stem

• Photos, illustrations, or descriptions of activities and equipment not related to physical activity or athletics


What type of safety equipment is necessary to play football and field hockey?

A. Helmet

B. Goggles

C. Shin guards

*D. Mouth guard


Prompt:

Identify the two players who wear a helmet during a baseball game.

Exemplar Response:

The batter and the catcher wear a helmet.

Item Rubric 2 points The student identifies at least two players who wear a helmet during a baseball

game: • Batter • Base runner • Catcher

1 point The student identifies one player from the above list. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.7.L.3.1 Participate in moderate to (MVPA) on a daily basis.






Item Types:

















Item Types:











Benchmark: Describe the benefits of participation in moderate physical activity on a daily basis.

Clarification: Identifies, describes benefits of participating in moderate physical activities on a daily basis.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe health related benefits of participating in moderate physical activity on a daily basis.


Content Limits: Identifying health related benefits of daily moderate physical activity. Examples include but are not limited to:

• Lower blood pressure • Increased CE • Increased flexibility • Lower resting heart rate • Reduced stress


Item Types:

• Multiple Choice • Constructed response


• Stems will be read aloud to students. • Each item will have three options. • Options will appear as photographs or illustrations. • Photograph and illustration options will appear horizontally (left to right).


• Photos, illustrations, or descriptions of activities that do not match the stem • Photos, illustrations, or descriptions of activities vigorous physical activities





Benchmark: Describe the benefits of participation in vigorous physical activity on a daily basis.

Clarification: Identifies, describes benefits of participating in vigorous physical activities on a daily basis.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe health related benefits of participating in vigorous physical activity on a daily basis.


Content Limits: Identifying health related benefits to daily vigorous physical activity. Examples include but are not limited to:

• Lower blood pressure • Increased CE • Increased flexibility • Lower resting heart rate • Reduced stress


Item Types:

• Multiple Choice • Constructed response




• Photos, illustrations, or descriptions of activities that do not match the stem • Photos, illustrations, or descriptions of moderate physical activities




Standard: 3: Participate regularly in physical activity.

Benchmark: PE.8.L.3.3Participate in a variety of individual/dual and alternative/extreme sport activities that promote cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.

Do Not Assess Benchmark: It will be impossible to measure a student’s participation in extreme sports on a daily basis on a standardized assessment. There is very little that can be asked of a student that will generate meaningful information regarding benchmark proficiency.

Some content assessed by:

• PE.7.L.3.3





Benchmark: PE.8.L.3.4 Identify the in-school opportunities for participation in individual/dual and alternative/extreme sports.

Clarification: Identifies opportunities for participation in outdoor activities, team sports, and aquatics in school and in the community.

Performance Level Descriptor: To demonstrate proficiency, students will identify opportunities for participation in individual/dual sports (e.g., gymnastics, table tennis) and alternative/ extreme sports (e.g., inline skating) in school.

Content Focus: In-school participation

Content Limits: Content is limited to identifying opportunities for participation in individual/dual and alternative/extreme sports offered in school (defined as school-sponsored, before during and after, on or off school grounds) including, but not limited to:

• Tennis • Racquetball • Diving • Bowling • Inline skating • Skateboarding


Item Types:









Which opportunity at school could you participate in to promote physical activity?



*C. Playing on the tennis team



Prompt:

Identify two dual sports in the community that could promote physical fitness.

Exemplar Response:

Two dual sports that promote physical fitness are tennis and fencing.

Item Rubric 2 points The student identifies two dual sports that promote physical fitness, such as

fencing, racquet ball, or table tennis. 1 point The student identifies one dual sport that promotes physical fitness. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.8.L.3.5 Identify the community opportunities for participation in individual/dual and alternative/extreme sports.

Clarification: Identifies opportunities for participation in outdoor activities, team sports, and aquatics in the community.

Performance Level Descriptor: To demonstrate proficiency, students will identify opportunities for participation in individual/dual sports (e.g., gymnastics, martial arts, table tennis) and alternative/ extreme sports (e.g. bicycle motocross, rock climbing in the community.

Content Focus: Community participation

Content Limits: Content is limited to identifying opportunities for participation in individual/dual and alternative/extreme sports offered in the surrounding community(defined outside of school and not school sponsored), including, but not limited to:

• Tennis • Racquetball • Diving • Bowling • Skateboarding • Wake boarding • High-risk or litigious/injury


Item Types:









Which opportunity at school could you participate in to promote physical activity?



*C. Playing on the tennis team



Prompt:

Identify two dual sports in the community that could promote physical fitness.

Exemplar Response:

Two dual sports that promote physical fitness are tennis and fencing.

Item Rubric 2 points The student identifies two dual sports that promote physical fitness, such as

fencing, racquet ball, or table tennis. 1 point The student identifies one dual sport that promotes physical fitness. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.8.L.3.6 Identify a variety of individual/dual and alternative/extreme sport activities that promote stress management.

Clarification: Identifies or describes a variety of basic individual/dual and alternative/extreme sports activities that promote effective stress management.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe a variety of individual/dual and alternative/extreme sport activities that promote effective stress management. Or, students will identify or describe ways that a variety of individual/dual and alternative/extreme sport activities can promote stress management.

Content Focus: Stress management

Content Limits: Content is limited to identifying or describing physical activities that can help relieve stress and/or promote a sense of renewal.


Item Types:







Marco is feeling stressed about an upcoming test. Which activity can provide a healthy way for Marco to help relieve his stress?

A. Talking on a mobile phone

B. Eating a bag of candy

*C. Riding his skateboard

D. Watching television



Prompt:

Isabella is having a discussion with her friend Greyson. Isabella is upset because Greyson does not want to do what Isabella wants to do for their upcoming joint summer party.

Name two strategies Isabella could use to reduce her stress levels.

Exemplar Response:

One way Isabella could reduce her stress levels is to go for a run. Another is to dance to some calming music.

Item Rubric: 2 points The student correctly identifies two plausible strategies that could reduce

stress. 1 point The student correctly identifies one plausible strategy that could reduce

stress. 0 points The response indicates inadequate or no understanding of the concept






Benchmark: PE.8.L.4.1 Create, implement and assess a personal fitness program in collaboration with a teacher.

Clarification: Demonstrates knowledge of key components and ability to fill out an activity log in order to maintain a personal record of participation in physical activity over time.

Performance Level Descriptor: Fitness assessment tools

Content Focus: Personal Fitness programs and activity logs

Content Limits: The content of this benchmark is limited to the key components of an activity log:

• Activity • Date/time completed • Length of activity • Calories burned (Optional. Must be given to student in stem at this level.) • Changes or personal goals based on the above data • Use of technology • Knowledge of physical fitness assessments


Item Types:

• Short Constructed Response • Performance Task


Prompt:

After consulting with her teacher, Susie wants to improve her muscular endurance during soccer games.



Exemplar Response:

Susie should go for a jog three times a week to improve her muscular endurance.


endurance in the legs. AND The student correctly identifies that that activity should be done more frequently than once per week.

1 point The student correctly identifies at least one activity that improves muscular endurance in the legs with a missing or incorrect frequency. OR The student correctly identifies that activity should be done more frequently than once per week with a missing or incorrect activity.



Materials:


Setup:


• The student sit at a computer with a word processing or spreadsheet program open and ready to use

Prompt:

• Say: “Create an activity log that would help you keep track of how much moderate physical activity you do over the course of a week. Include at least two different activities in your log.”



• All seven weekdays • At least two examples of a moderate physical activity








Clarification: Creates or describes activities and programs that can help the achievement of specified goals.

Performance Level Descriptor: To demonstrate proficiency, students will describe or explain activities or programs that aid in the achievement of specified foals.



• Selecting activities for particular purposes • Describing the benefits of activities or programs • Pairing activities for stated purposes, such as to increase heart rate or flexibility


Item Types:



Prompt:

Goal –settings – Items must have context personal improvement in relation to current fitness assessment results Identify areas for improvement bases on fitness assessment.

Exemplar Response:

Juan scored below level on sit-and-reach. Describe two strategies Juan should incorporate into his fitness routine to improve flexibility.

Item Rubric 2 points The student correctly identifies two strategies to improve flexibility. Note: Answers

may vary by student. 1 point The student correctly identifies one strategy. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.8.L.4.3 Utilize available technology to select activities that can improve one’s own level of physical fitness.

Clarification: Personal physical activity plans.

Performance Level Descriptor: To demonstrate proficiency, students will use a variety of technologies to directly influence selection of activities.

Content Focus: Technical tools

Content Limits: Content is limited to available technologies to directly impact activity selection for personal fitness improvement:

• Computer-based technology (e.g., computer programs, credible websites) • Apps, websites • Handheld technology (e.g., heart-rate monitors, pedometers)


Item Types:





• Photos, illustrations, or descriptions of resources that do not correspond to the activity given in the stem




Which resource helps you monitor the number of steps you take each day in order to assess your physical fitness plan?

A. Scale

*B. Pedometer

C. BMI chart

D. Heart-rate monitor


Prompt:

Ava is doing an online search to find ways to increase her flexibility. Name one activity she could do to increase her flexibility and explain why it would help. Then, name a different activity she could do to increase her flexibility and explain why it would help.

Exemplar Response:

Ava could do a quad stretch each morning to gradually help her legs stretch more. She could also do some light jogging before she stretches to help her muscles keep the stretch longer.

Item Rubric 2 points The student correctly identifies at least two plausible, targeted exercises that

increase flexibility and gives a correct explanation of why they help. 1 point The student correctly identifies only one plausible, targeted exercise that

increase flexibility and gives a correct explanation of why it helps. 0 points The response indicates inadequate or no understanding of the concept






Benchmark: PE.8.L.4.4: Explain how health-related problems are associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.

Clarification: Identifies or describes the negative effects of physical inactivity in each component of physical fitness.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe negative effects associated with inactivity or low levels of activity for each component of physical activity.

Content Focus: Negative effects of inactivity

Content Limits: Health-related issues stemming from low levels of activity include but are not limited to:

• Strains or sprains • Cardiovascular disease • Respiratory difficulty • Weight gain/obesity


Item Types:





• Photos, illustrations, or descriptions of incorrect effects of inactivity • Photos, illustrations, or descriptions of effects that do not match the situation described

in the stem



What is a long-term health issue associated with not getting enough exercise?

A. Low heart rate

B. Low blood sugar

C. Increased HDL cholesterol

*D. Increased cardiovascular disease


Prompt:

Identify two health problems caused by lack of cardiorespiratory endurance.

Exemplar Response:

One health problem caused by a lack of cardiorespiratory endurance is obesity. Another problem caused by a lack of cardiorespiratory endurance is an increased risk of heart attacks.

Item Rubric 2 points The student correctly identifies two health problems caused by lack of

cardiorespiratory endurance exercises, including: • High blood pressure • Obesity • Increased risk of cardiopulmonary diseases/heart attack • Asthma attack • Joint pain • High cholesterol

1 point The student correctly identifies one health problem caused by lack of cardiorespiratory endurance exercises.






Benchmark: PE.8.L.4.5 Define training principles appropriate for enhancing cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.

Clarification: Identifies, discusses, and explains training principles of progression, overload, and specificity, appropriate for enhancing cardiorespiratory endurance, muscular strength and endurance, and flexibility.

Performance Level Descriptor: To demonstrate proficiency, students will identify, discuss, and explain training principles (i.e., progression, overload, and specificity) for enhancing cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.





activity ( a person who wants to become a better runner must run).






Item Types:




Each item will have four options. Options will appear as illustrations, photos, short phrases, or single words. All options will appear vertically.


Photos, illustrations, or descriptions of activities that do not match the referenced component of fitness Photos, illustrations, or descriptions of sedentary activities


How can a trainer determine specificity?

A. By running an extra 20 minutes

B. By making the weight heavier

*C. By analyzing the movement of the joint

D. By increasing the intensity of the exercise


Prompt:

Exemplar Response:





Benchmark: PE.7.R.5.1 Identify situations in which peer pressure could negatively impact one’s own behavior choices.

Clarification: Identifies, explains, and describes situations in which peer pressure could negatively impact behavior choices (e.g., could lead to poor physical performance).

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe or explain responsible personal and social behavior in physical activity settings (e.g., identification of negative behavioral actions).


Content Limits: Content is limited to identifying, explaining, or describing the effect of negative peer pressure on physical performance and the consequences of negative behavior.


Item Types:





• Photos, illustrations, or descriptions of activities and situations not related to peer pressure



Your teammates ask you lie to your coach. They plan to go to a concert instead of attending practice.

What could be a consequence of lying to your coach?

A. You will not get a good grade on your project.

*B. You will not be able to play in the next game.

C. You will be left out of the fun event.

D. You will have to pay a fine.


Prompt:


Exemplar Response:















Item Types:

• Multiple Choice











PE. 8.R.5.4





Benchmark: PE.7.R.5.4 List examples of appropriate personal, social, and ethical behaviors that apply to specific physical activities.

Clarification: Identifies, explains, or describes examples of appropriate personal, social, and ethical behaviors as applied to specific physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, explain, or describe appropriate personal, social, and ethical behavior in places where sports take place.

Content Focus: Responsible behaviors and values in physical activity


• Putting equipment away after use • Wiping down equipment after use in a gym or if it gets wet or sweaty • Taking turns during a sport • Playing as a team/working well with teammates during team sports • Being honest/not cheating • Making every attempt to avoid committing a personal foul • Apologizing for fouls • Helping a teammate or opponent who has been knocked down or injured


Item Types:





• Photos, illustrations, or descriptions of situations not related to etiquette • Photos, illustrations, or descriptions not related to physical activities



During a soccer game, a defender knocks down a player. How can he show good sportsmanship and respect for his opponent?

A. Knock him down again

*B. Offer to help him up

C. Make fun of him

D. Step over him


Prompt:

Identify two actions that would be considered good sportsmanship.

Exemplar Response:

Helping an opponent off the ground and congratulating an opponent after a good play.

Item Rubric 2 points The student identifies two actions considered good sportsmanship. 1 point The student identifies one action considered good sportsmanship. 0 points The response indicates inadequate or no understanding of the concept needed






Benchmark: PE.8.R.5.1 List ways to act independently of peer pressure during physical activities.

Clarification: Demonstrates the ability to make appropriate ethical or responsible choices in a variety of sports situations while being influenced by peer pressure.

Performance Level Descriptor: To demonstrate proficiency, students will describe or explain appropriate responses to moral challenges in a variety of sports situations while being influenced by positive or negative peer pressure. Students will also describe or explain the reason a choice is ethical or responsible in a situation where peer pressure is present.

Content Focus: Respectful behavior

Content Limits: Content is limited to appropriate behaviors, referenced situations, and dilemmas that are appropriate and familiar to students at the middle school level.

Physical activities are limited to those familiar and appropriate to students at the middle school level, including, but not limited to:

• Team sports (e.g., basketball, baseball, swimming) • Alternative sports • Dance and rhythm routines • Personal fitness routines and activities (using gym equipment, bike riding, walking) • Recreational fitness activities


Item Types:





• Photos, illustrations, or descriptions of behaviors or choices or behaviors that do not match the referenced situation

• Photos, illustrations, or descriptions of situations that do not match the referenced behavior or choice

• Photos, illustrations, or descriptions of inappropriate behaviors or choices



Your teammate made a bad play in a soccer game for your community league. How should you react?

A. Yell at the referee

B. Tell them to go home

*C. Encourage the teammate to do better next time

D. Spit on your palm when you shake the teammate’s hand


Prompt:

Ava is playing golf during physical education class. The class is split into two teams, and they are competing. Ava and her friend see one of her teammates move the ball with his foot so he has a better shot at the tee. Since the scores are very close, Ava’s friend thinks they should keep their knowledge to themselves and will be mad if Ava tells anyone what their teammate did.

Explain what Ava should do. Then explain why she should make that decision.

Exemplar Response:

Ava should tell the teacher about the cheating or ask her teammate to move the ball back. She should do this because it is important to be honest, even if her friends might be upset with her.

Item Rubric 2 points The student correctly identifies that Ava should speak up about the situation.

Correct responses include but are not limited to: • Asking the teammate to move his ball back • Telling the teacher • Suggesting a replay

AND The student correctly identifies that honesty, fairness, or being ethical is more important than doing what your friends want you to do.

1 point The student correctly identifies only one of the sections above. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.8.R.5.2 Develop strategies for including persons of diverse backgrounds and physical abilities while participating in a variety of physical activities.

Clarification: Demonstrates understanding of appropriate strategies for including individuals of differing cultural or social backgrounds, skill levels, and physical disabilities when engaging in physical activity.

Performance Level Descriptor: To demonstrate proficiency, students identify, describe, or explain strategies for engaging individuals of diverse skill levels, physical disabilities, or backgrounds in a variety of physical activity settings.


Content Limits: Content is limited to identifying appropriate strategies, including, but not limited to:

• Modifying activities (e.g., changing rules/equipment) • Appropriate social behaviors (e.g., congratulating teammates, sharing equipment) • Offering constructive criticism/aid with drills/practice




Item Types:






• Photos, illustrations, or descriptions of behaviors or strategies that do not match the referenced situation

• Photos, illustrations, or descriptions of situations that do not match the referenced behavior or strategy

• Photos, illustrations, or descriptions of inappropriate behaviors or strategies


Isabella wants to have a soccer game with all her friends from dance class at her local park on Saturday evening. All her friends said they could come except Michael. Michael says he cannot play on Saturday night because of a family tradition that night.

What should Isabella do so Michael can participate?

*A. Try to move the game to earlier in the day

B. Tell Michael he should skip his family gathering

C. Go ahead with the game, and then choose a substitute player

D. Tell Michael she cancelled the game but have the rest of the class come anyway


Prompt:

Luis is having a picnic party, and he and his friends are all riding bikes to get there. The roads have lots of steep hills, and his friend Grace has trouble keeping up with everyone else.

Describe two ways Luis could help Grace feel included.

Exemplar Response:

He could slow down, or he could suggest they go another way with fewer hills so they could rest for a while.

Item Rubric 2 points The student correctly identifies two ways Luis could include Grace in the group,

including but not limited to: • Suggesting a rest • Slowing down and riding with Grace • Suggesting a new route/detour so they could coast/glide or ride flat for a

while 1 point The student correctly identifies one way Luis could include Grace in the group. 0 points The response indicates inadequate or no understanding of the concept needed to





Standard: 5. Exhibit responsible personal and social behavior that respects self and others in physical-activity settings

Benchmark: Demonstrate responsible behaviors during physical activities.

Clarification: Demonstrates, identifies, and explains appropriate behaviors during physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, demonstrate, or explain responsible behaviors which occur during physical activity.

Content Focus: Responsible behaviors towards self and others

Content Limits:

Examples may include but are not limited to:

• Controlling emotions • Fair play • Resolving conflict • Respecting opponents, officials, and teachers • Accepting both victory and defeat • Respecting teammates/classmates


Item Types:

• Multiple Choice • Constructed response • Performance task




• Photos, illustrations, or descriptions of irresponsible behaviors • Photos, illustrations, or descriptions of responsible behaviors not referenced in the stem





Benchmark: PE.8.R.5.4 Maintain appropriate personal, social, and ethical behavior while participating in a variety of physical activities.

Clarification: Demonstrates understanding of appropriate personal, social, and ethical behaviors while participating in physical activity.

Performance Level Descriptor: To demonstrate proficiency, students identify, describe, or explain appropriate personal, social, and ethical behavior in a variety of settings while they are participating in physical activities.


Content Limits: Content is limited to identifying appropriate behaviors, including, but not limited to:

• Responsible personal behaviors (e.g., putting away equipment) • Appropriate social behaviors (e.g., congratulating teammates, sharing equipment) • Ethical behaviors (e.g., telling the truth, not cheating)




Item Types:






• Photos, illustrations, or descriptions of behaviors or strategies that do not match the referenced situation

• Photos, illustrations, or descriptions of situations that do not match the referenced behavior

• Photos, illustrations, or descriptions of inappropriate behaviors


Gabriella just arrived from another country. How should you include her in your game during physical education class?

A. Make Gabriella keep score

*B. Use a buddy teaching system

C. Make Gabriella play only with other new kids

D. Play a new game that no one has learned before



Prompt:

Diego is using the weight machine in the school gym before class. He has 15 minutes before his class starts, and he wants to finish his last 2 sets on the machine. However, his teammate is waiting for the machine, and he also wants to finish his workout before class. Diego knows that if he finishes his sets, his teammate will not have time to use the machine before class.

Describe one ethical solution Diego and his teammate can take to resolve this problem. Then give one reason why they should take this action.

Exemplar Response:

Diego and his teammate should each do only one set on the machine. They can do the extra set another time. This way both will get to train and their team will do better.

Item Rubric 2 points The student correctly identifies a safe, ethical solution to the dilemma, including,

but not limited to: • Alternating reps on the machine and then helping each other clean up • Doing one set and finishing their workout later

The student correctly identifies at least one reason this is a good solution, including, but not limited to:

• If Diego tries to go too fast, he could hurt himself. • If Diego’s teammate trains too, the team will do better. • It is the school’s equipment, so they should share it. • It is important to clean equipment to keep everyone healthy.

1 point The student correctly identifies a safe, ethical solution but does not give a reason. 0 points The response indicates inadequate or no understanding of the concept needed to





Standard: 5. Exhibit responsible personal and social behavior that respects self and others in physical-activity settings.

Benchmark: Demonstrate appropriate etiquette, care of equipment, respect for facilities, and safe behaviors while participating in a variety of physical activities.

Clarification: Demonstrates, identifies, and explains appropriate etiquette, care of equipment, respect for facilities, and safe behaviors while participating in a variety of physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will demonstrate, identify, and explain appropriate etiquette, care of equipment, respect for facilities, and safe behaviors while participating in a variety of physical activities.

Content Focus: Responsible behaviors

Content Limits:

Examples may include but are not limited to:

• Controlling emotions • Fair play • Resolving conflict • Respecting opponents, officials, and teachers • Accepting both victory and defeat • Respecting teammates/classmates • Care for equipment and facilities • Demonstrate safe behaviors • Demonstrate appropriate etiquette


Item Types:

• Multiple Choice • Constructed response • Performance task





• Photos, illustrations, or descriptions of irresponsible personal or social behaviors in a physical activity setting.

• Photos, illustrations, or descriptions of activities acceptable personal or social behaviors not referenced in the item stem.




Standard: 6. Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Benchmark: PE.7.R.6.2 Discuss the potential benefits of participation in a variety of physical activities.

Clarification: Identifies, describes, or explains potential physical, mental, emotional, or social benefits of participating in physical activities.

Performance Level Descriptor: To demonstrate proficiency, students will identify, describe, or explain the potential mental, emotional, or social benefits of participating in physical activities (e.g., physical, mental, emotional, social).

Content Focus: Benefits of activity

Content Limits: Content is limited to identifying potential physical, mental, intellectual, emotional, or social benefits of participating in physical activities.


Item Types:





• Photos, illustrations, or descriptions of benefits not matching the activity mentioned • Photos, illustrations, or descriptions of sedentary activities



Tim joined the soccer team. What is a benefit of joining the team?

A. Getting a discount to the movies


C. Avoiding his parents

*D. Making new friends


Prompt:

Sophia has joined the cheerleading club. Name one physical benefit and one social benefit that Sophia could experience.

Exemplar Response:

One physical benefit Sophia could experience is having better strength in her legs. One social benefit she could experience is making new friends.

Item Rubric 2 points The student correctly identifies one potential, plausible physical benefit of joining

the cheerleading club. AND The student correctly identifies one potential, plausible social benefit of joining the cheerleading club.

1 point The student correctly identifies one potential, plausible physical benefit of joining the cheerleading club. OR The student correctly identifies one potential, plausible social benefit of joining the cheerleading club.






Benchmark: PE.7.R.6.3 Participate in games, sports, and/or physical activities from other cultures.

Clarification: Knowledge needed to participate in or perform skills associated with activities originating outside the U.S./ in other countries

Performance Level Descriptor: To demonstrate proficiency, students will describe or explain games, sports, or physical activities from other cultures (e.g., tai chi, bocce, rugby).


Content Limits: Content is limited to games, sports, or physical activities from other cultures. These activities may include, but are not limited to:

• Tai chi • Taekwondo • Cricket • Bocce • Dance

The discussion of aspects of activities from other cultures for this benchmark is limited to:

• Names • Basic rules, goals, modes of play, equipment


Item Types:

• Short Constructed Response • Perform Task


Prompt:

Describe one physical activity you can do in your community that originally came from another culture. Then, explain the goal of that activity.

Exemplar Response:

One activity you can do is karate. Karate is a Japanese art of self-defense that trains the body and the mind to be focused and sharp.


Item Rubric 2 points The student correctly identifies a physical activity from another culture and

correctly or reasonably describes the main goal of that activity. 1 point The student correctly identifies a physical activity from another country but fails to

correctly describe its purpose or goal. 0 points The response indicates inadequate or no understanding of the concept needed to


Performance Task

The participating aspect of activity from other cultures for this B.M is limited to:

• Basic skills of the activities from other countries

Exemplar Response:

Materials: sombrero, audio device, CD of Mexican Hat Dance

Say: “You are going to perform the Mexican Hat Dance.

When I say go, get a sombrero, set it up and perform the Mexican hat dance for one round.

Go.” Start Timing. When time is up Say “Stop.”

Item Rubric 2 points The student successfully completes round of the dance by folding arms over each

other, does 3 alternating heel toes then claps 2 times. Repeats 8 times then moves to the music around the sombrero.

1 point The student successfully completes the heel toe. Clap movement but does not free dance around the sombrero. Or Student successfully completes movements but is off the beat.






Benchmark: PE.8.R.6.1 Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.

Clarification: Identifies opportunities for participation in physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle. Also engages in activities that are easily accessible.

Performance Level Descriptor: To demonstrate proficiency, students will identify opportunities for participation in physical activity outside the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle. Students will also engage in activities that are easily accessible.

Content Focus: Benefits of activity

Content Limits: Content is limited to identifying areas of physical activity that are enjoyable and easily accessible.


Item Types:





• Photos, illustrations, or descriptions of nonphysical activities • Photos, illustrations, or descriptions of activities in school, such as PE class



What should Gabriella do to be physically active outside of school and meet new friends?

A. Go to the library

B. Play an instrument

C. Learn a new language

*D. Go to the community pool


Prompt:

Mary just moved into a new neighborhood. She wants to make friends and be physically active. In her old neighborhood, she was on a swim team.

List two things Mary should do to continue swimming during summer when school is not in session.

Exemplar Response:

One thing Mary could do to continue swimming when school is not in session is to go to a community center. Another thing she could do is go to swimming camp.

Item Rubric 2 points The student correctly identifies two plausible ways Mary could continue swimming

during the summer outside of school. 1 point The student correctly identifies one plausible way Mary could continue swimming

during the summer outside of school. 0 points The response indicates inadequate or no understanding of the concept needed to






Benchmark: PE.8.R.6.2 Describe the potential benefits of participation in a variety of physical activities.

Clarification: Describes the benefits of different physical activities for overall health, enjoyment, challenge, self-expression, and/or social interaction.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe the benefits of physical activities.







• Mental benefits (e.g., increased self-confidence) • Emotional benefits (e.g., stress relief, anger management) • Social benefits (e.g., making new friends)


Item Types:









Edward is the pitcher on his baseball team and plays baseball three times a week because he enjoys the game. He wants to add another activity to strengthen his pitches.

Which activity should he add?

A. Running

B. Bicycling

*C. Weight-lifting

D. Playing soccer

Sample Short Constructed Response Item:

Prompt:

Sarah values being physically fit and enjoys gymnastics. Identify one activity that will help her increase flexibility. Identify another activity that increases muscular endurance.

Exemplar Response:

One activity that increases your flexibility is gymnastics. An activity that increases your muscle endurance is weightlifting.

Item Rubric 2 points The student correctly identifies one activity that will help increase flexibility and

identifies another activity that increases muscular endurance. • Flexibility activities: stretching, plyometrics, martial arts, yoga,

cheerleading, dance, gymnastics, etc. • Muscular endurance activities: running, jogging, swimming, weightlifting,

dance, gymnastics, etc. 1 point The student correctly identifies one activity that will help increase flexibility.

OR The student correctly identifies one activity that increases muscular endurance.






Benchmark: PE.8.R.6.3 Compare and contrast games, sports, and/or physical activities from other cultures.

Clarification: Identifies similarities or differences in games, sports, or physical activities from other cultures.

Performance Level Descriptor: To demonstrate proficiency, students will identify similarities or differences in physical activities from other cultures (e.g., tai chi, bocce, rugby).


Content Limits: Content is limited to identifying similarities and differences in games, sports, or physical activities from other cultures, including, but not limited to:

• Tai chi • Taekwondo • Cricket • Bocce • Net ball


Item Types:





• Photos, illustrations, or descriptions of nonphysical activities



How are cricket and baseball similar?

*A. A player hits a pitch with a bat.

B. Players try to kick a ball into the goal.

C. A player strikes a serve with a racquet.

D. Players try to run the ball into the end zone


Prompt:

Choose a sport from another country and identify two similarities to a sport played mainly in the United States.

Exemplar Response:

Cricket is played in India. One way Cricket is similar to baseball, which is played in the United States, is that both games have someone trying to hit a ball with a bat. Another way Cricket is similar to baseball is that both sports have a player to pitch (baseball) or roll (Cricket) a ball to the batter.

Item Rubric: 2 points The student correctly identifies a sport played mainly in another country, and

gives two correct, plausible similarities to a sport played mainly in the United States.

1 point The student correctly identifies a sport played mainly in another country, and gives one correct, plausible similarity to a sport played mainly in the United States.



Benchmark: HE.8.C.1.5

Strand: Concepts

Standard: 1. Comprehend concepts related to health promotion and disease prevention to enhance health.

Benchmark: HE.8.C.1.5 Investigate strategies to reduce or prevent injuries and other adolescent health problems

Clarification: Identify major chronic diseases that impact human body systems

Performance Level Descriptor: To demonstrate proficiency, students will identify strategies to reduce or prevent injuries and other adolescent health problems

Content Focus: Chronic diseases

Content Limits: The identification of chronic diseases of the human body should include, but are not limited to, the following:

• Cancer • Cardiovascular disease • Chronic obstructive pulmonary disease (bronchitis, asthma, emphysema) • Diabetes • Blood disease (hemophilia, anemia, sickle cell anemia) • Exercising daily • Eating healthy • Wearing safety equipment • Following safety rules • Getting adequate sleep


Item Types:



• Each item will have four options. • Options will appear as illustrations, photos, short phrases, single words, or full

sentences. • All options will appear vertically.


• Illustrations, photos, short phrases, or single words that do not identify major chronic diseases referenced in the stem

• Illustrations, photos, short phrases, or single words showing or describing students engaging in activities that do not match the behavior referenced in the stem





Benchmark: HE.8.B.6.4 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

Clarification: Identify or describe ways that personal health goals can change as abilities, priorities, and responsibilities also change.

Performance Level Descriptor: To demonstrate proficiency, students will identify or describe ways that personal health goals can change as abilities, priorities, and responsibilities also change.

Content Focus: Personal health behaviors

Content Limits: The types and effects of shifting abilities, priorities, and responsibilities referenced in this stem should include, but are not limited to:

• Abilities: - Positive body changes (e.g., healthy weight, increased strength or stamina) - Negative body changes (e.g., straining muscles, injuries, illness, unhappy with body-

type) - Availability of supplies (e.g., cost of or access to healthy food, exercise equipment,

weather conditions) - Priorities - Achievement of original goal - Recognition that original goal was unrealistic - Outside life change requiring new skills

• Responsibilities and priorities: - Time management - Caring for others - Working at a job(s) - Balancing a budget - Sports and athletics - Homework


Item Types:






• Photographs, illustrations, or descriptions of behaviors or aspects of taking responsibility that do not relate to personal health

• Photographs, illustrations, or descriptions of behaviors or aspects to taking responsibility that are not referenced in the item stem


Benchmark: LACC.7.SL.1.1


Standard: LACC.7.SL.1 Comprehension and Collaboration

Benchmark: LACC.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Do Not Assess Benchmark: An individual score cannot be provided for students assessed on collaboration.








Content Focus: Craft and structure of informational work




Item Types:








Benchmark: MACC.6.RP.1.1

Strand: Math

Standard: MACC.6.RP.1.1 Understand ratio concepts and use ratio reasoning to solve problems.

Benchmark: MACC.6.RP.1.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”






Item Types:









Documents

Florida Hard-to-Measure Content Areas Physical …pe.dadeschools.net/EOC/ITEM SPECIFICATIONS/FL PE 6-8 SPECSFINAL...Florida Hard-to-Measure Content Areas . Physical Education Test