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This curriculum policy replaces The Ontario Curriculum, Grades 1–8: Health and Physical Education, Interim Edition, re-issued in 2018. All health and physical education programs for Grades 1–8 are now based on the expectations outlined in this curriculum policy.

elementary

Health and Physical Education (2019)

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Assessment and Evaluation of Student Achievement

Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010 sets out the Ministry of Education’s assessment, evaluation, and reporting policy. The policy aims to maintain high standards, improve student learning, and benefit students, parents, and teachers in elementary and secondary schools across the province. Successful implementation of this policy depends on the professional judgement of educators at all levels as well as on their ability to work together and to build trust and confidence among parents and students.

Major aspects assessment, evaluation, and reporting policy are summarized in the main Assessment and Evaluation  section. The key tool for assessment and evaluation in health and physical education – the achievement chart – is provided below.

The Achievement Chart for Health and Physical Education

The achievement chart identifies four categories of knowledge and skills and four levels of achievement in health and physical education. (For important background, see “Content Standards and Performance Standards” in the main Assessment and Evaluation section.)

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Knowledge of content (e.g., facts, definitions, skills, principles and strategies, safe practices and procedures) demonstrates limited knowledge of content demonstrates some knowledge of content demonstrates considerable knowledge of content demonstrates thorough knowledge of content
Understanding of content (e.g., processes, techniques, ideas, relationships between concepts) demonstrates
limited understanding of content
demonstrates some understanding of content demonstrates considerable understanding of content demonstrates thorough understanding of content
Thinking – The use of critical and creative thinking skills and/or processes
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Use of planning skills (e.g., identifying the problem, formulating questions and
ideas, gathering and organizing information; developing fitness plans; selecting strategies)
uses planning skills with limited
effectiveness
uses planning skills with some effectiveness uses planning skills with considerable
effectiveness
uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., synthesizing information, evaluating risk and determining appropriate safety measures, revising fitness goals, detecting bias) uses processing skills with limited
effectiveness
uses processing skills with some
effectiveness
uses processing skills with considerable
effectiveness
uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes (e.g., goal setting, decision making, problem solving; analysing movement skills, strategizing, reflecting on learning and determining steps for improvement, critiquing) uses critical/
creative thinking
processes with limited effectiveness
uses critical/
creative thinking
processes with some effectiveness
uses critical/
creative thinking
processes with considerable effectiveness
uses critical/
creative thinking
processes with a high degree of effectiveness
Communication – The conveying of meaning through various forms 
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Expression and organization of ideas and information in oral, visual, and/or written forms (e.g., demonstrations, role plays, conferences, presentations, posters, pamphlets, journals) expresses and
organizes ideas and information
with limited effectiveness
expresses and
organizes ideas
and information
with some effectiveness
expresses and
organizes ideas and information
with considerable
effectiveness
expresses and organizes ideas and information
with a high degree of effectiveness
Communication for different audiences (e.g., peers, teammates, adults) and purposes (e.g., to inform, instruct, promote) in oral, visual, and/or written forms communicates for different audiences and purposes with limited effectiveness communicates for different audiences
and purposes with some effectiveness
communicates for different audiences and purposes with
considerable effectiveness
communicates for different audiences and purposes with a high degree of
effectiveness
Use of health and physical education conventions, vocabulary, and terminology (e.g., using and interpreting signals and body language; using correct
terminology to discuss parts of the body, health-related components of fitness, phases of movement [preparation, execution, followthrough]) in oral, visual,
and/or written forms
uses conventions,
vocabulary, and
terminology with
limited effectiveness
uses conventions,
vocabulary, and
terminology with
some effectiveness
uses conventions,
vocabulary, and
terminology with
considerable
effectiveness
uses conventions,
vocabulary, and
terminology with a high degree of
effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
Categories Level 1  Level 2 Level 3 Level 4
  The student:
Application of knowledge and skills (e.g., movement skills, concepts, principles, and strategies, including teamwork, fair play, etiquette, leadership; training principles; health concepts; safe practices; social-emotional learning skills) in familiar contexts (e.g., physical activities, healthy living discussions) applies knowledge and skills in familiar
contexts with limited effectiveness
applies knowledge and skills in familiar contexts with some
effectiveness
applies knowledge and skills in familiar
contexts with
considerable
effectiveness
applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills to new contexts (e.g., transfer of movement skills, strategies, and tactics from a familiar physical activity to a new activity, transfer of planning skills to contexts such as fitness, healthy eating, healthy sexuality, mental health) transfers knowledge and skills to new contexts with limited effectiveness transfers knowledge and skills to new contexts with
some effectiveness
transfers knowledge and skills to new contexts with considerable
effectiveness
transfers
knowledge and
skills to new contexts with a high degree of
effectiveness
Making connections within and between various contexts (e.g., between active participation, learning in the health and physical education program, and healthy, active living; between health and
physical education, other subjects, and personal experiences in and beyond school)
makes connections
within and between
various contexts with limited effectiveness
makes connections
within and between various contexts with some effectiveness
makes connections
within and between various contexts with considerable
effectiveness
makes connections
within and between various contexts with a high degree of effectiveness

 

Criteria and Descriptors for Health and Physical Education

To guide teachers in their assessment and evaluation of student learning, the achievement chart provides “criteria” and “descriptors” within each of the four categories of knowledge and skills.

A set of criteria is identified for each category in the achievement chart. The criteria are subsets of the knowledge and skills that define the category. The criteria identify the aspects of student performance that are assessed and/or evaluated, and they serve as a guide to what teachers look for. In the health and physical education curriculum, the criteria for each category are as follows:

Knowledge  and Understanding

  • knowledge of content (e.g., facts, definitions, skills, principles and strategies, safe practices and procedures)
  • understanding of content (e.g., processes, techniques, ideas, relationships between concepts)

Thinking

  • use of planning skills (e.g., identifying the problem, formulating questions and ideas, gathering and organizing information; developing fitness plans; selecting strategies)
  • use of processing skills (e.g., synthesizing information, evaluating risk and determining appropriate safety measures, revising fitness goals, detecting bias)
  • use of critical/creative thinking processes (e.g., goal setting, decision making, problem solving; analysing movement skills, strategizing, reflecting on learning and determining steps for improvement, critiquing)

Communication

  • expression and organization of ideas and information in oral, visual, and/or written forms (e.g., demonstrations, role plays, conferences, presentations, posters, pamphlets, journals)
  • communication for different audiences (e.g., peers, teammates, adults) and purposes (e.g., to inform, instruct, promote) in oral, visual, and/or written forms
  • use of health and physical education conventions, vocabulary, and terminology (e.g., using and interpreting signals and body language; using correct terminology to discuss parts of the body, health-related components of fitness, phases of movement [preparation, execution, follow-through]) in oral, visual and/or written forms

Application

  • application of knowledge and skills (e.g., movement skills, concepts, principles, strategies, including teamwork, fair play, etiquette, leadership; training principles; health concepts; safe practices; social-emotional learning skills) in familiar contexts (e.g., physical activities, healthy living discussions)
  • transfer of knowledge and skills to new contexts (e.g., transfer of movement skills, strategies, and tactics from a familiar physical activity to a new activity, transfer of planning skills to contexts such as fitness, healthy eating, healthy sexuality, mental health)
  • making connections within and between various contexts (e.g., between active participation, learning in the health and physical education program, and healthy, active living; between health and physical education, other subjects, and personal experiences in and beyond school)

“Descriptors” indicate the characteristics of the student’s performance, with respect to a particular criterion, on which assessment or evaluation is focused. Effectiveness is the descriptor used for each of the criteria in the Thinking, Communication, and Application categories. What constitutes effectiveness in any given performance task will vary with the particular criterion being considered. Assessment of effectiveness may therefore focus on a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance, fluency, flexibility, depth, or breadth, as appropriate for the particular criterion.