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iRubric: High School PE - Floor Hockey Skills Assessment rubric
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High School PE - Floor Hockey Skills Assessment
High School PE - Soccer Skills Assessment
Students will be assessed on their overall skill level and ability to carry out the following skills learned and practiced in class: Puck handling, passing, puck reception, shooting/scoring, and overall gameplay participation and positional strategy application.
Rubric Code:
RX9B4A3
By
dfdelgado4
Ready to use
Public Rubric
Subject:
Physical Ed., Fitness
Type:
Assessment
Grade Levels:
9-12
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Floor Hockey Skills Assessment
Minimal
2 pts
Partial
4 pts
Acceptable
6 pts
Exceptional
8 pts
Puck handling and carrying
Minimal
Student consistently loses control of the puck. Blade does not stay flat. Eyes are consistently down. Seldom uses both sides of blade in changing direction/deking.
Partial
Student loses control of puck 50% of the time. Attempts to keep blade flat without real consistency. Eyes occasionally glance up. Less puck control when each side of blade is used to change direction.
Acceptable
Student is able to control the puck at least 75% of the time. Blade stays flat. Eyes are consistently forward. Able to keep/quickly regain control when moving the puck side to side.
Exceptional
Student rarely loses control of the puck, whether carrying or moving laterally with each side of the blade. Blade control is exceptional. Consistently keeps puck close with exceptional control.
Passing - Stationary Target
Minimal
Student's passes are rarely flat. Consistent slapping at puck to make passes, causing more lifts and rolls of the puck. Follow through is inconsistent. Target has to move/chase puck the majority of the time, making reception and control difficult.
Partial
Student's passes are flat about 50% of the time. Blade and puck separation is inconsistent, causing for some pucks to lift and roll, rather than glide flat along the floor. Follow through is inconsistent. Passes are within target's blade range about 50% of the time, causing inconsistent reception and control.
Acceptable
Student is able to keep the puck flat about 75% of the time. Blade and puck separation is minimal, causing most passes to fly flat and accurate. Follow through is consistent. Passes are within target's blade range 75% of the time, making for low-maintenance reception and control.
Exceptional
The puck rarely lifts and rolls during student's pass; passes are consistently flat. Minimal separation between blade and puck prior to pass, causing passes to stay flat and accurate. Follow through is consistent. Consistently puts pass on the target's blade, making for easy reception and rebound control.
Passing - Mobile Target
Minimal
Student's passes are rarely flat. Consistent slapping at puck to make passes, causing more lifts and rolls of the puck. Follow through is inconsistent. Target has to stop or consistently change direction in order to gain control of student's pass.
Partial
Student's passes are flat about 50% of the time. Blade and puck separation is inconsistent, causing for some pucks to lift and roll, rather than glide flat along the floor. Follow through is inconsistent. Passes are in front of and within target's blade range about 50% of the time, causing inconsistent reception and control.
Acceptable
Student is able to keep the puck flat about 75% of the time. Blade and puck separation is minimal, causing most passes to fly flat and accurate. Follow through is consistent. Passes are in front of and within target's blade range 75% of the time, making for low-maintenance reception and control.
Exceptional
The puck rarely lifts and rolls during student's pass; passes are consistently flat. Minimal separation between blade and puck prior to pass, causing passes to stay flat and accurate. Follow through is consistent. Consistently leads and puts pass on the target's blade, making for easy reception and rebound control.
Shooting the Puck
Minimal
Student shoots successfully to set target less than 3 out of 5 attempts.
Partial
Student shoots successfully to set target
3 out of 5 attempts.
Acceptable
Student shoots successfully to set target 4 out of 5 attempts.
Exceptional
Student shoots successfully to set target 5 out of 5 attempts.
Receiving the puck
Minimal
Little attempt to control the puck upon reception, no contact, or lacks a soft contact causing the puck to bounce away preventing control. Rebound control and re-control of the puck is rare, causing turnovers or chases of the puck.
Partial
Needs to improve the contact of the puck on the blade by moving slightly away to prevent the puck from rebounding away from the blade of the stick. Rebound control and overall re-control of the puck is inconsistent.
Acceptable
Absorbs the puck and softens the contact by moving blade slightly away on contact. Able to keep puck close and under control 75% of the time. Rebound and re-control time of puck is minimal. Able to move, shoot, or pass smoothly 75% of the time following puck reception.
Exceptional
Prior knowledge and experience gives student an advantage.
Control of the puck upon reception happens quickly with little to no rebound off of blade. Able to move, shoot, or pass smoothly from puck reception.
Gameplay - Position/Strategy
Minimal
Student participation in regulation games is low. Understanding and carrying out of position responsibilities is not displayed. Sense of strategy is seldom displayed.
Partial
Student participation in regulation games is only attempted when prompted. Understanding and carrying out of position responsibilities is seldom displayed. Sense of strategy is seldom displayed without prompting.
Acceptable
Student makes concerted efforts to participate, whether the puck is near them or not. Position responsibilities are displayed the majority of the time. Sense of strategy has improved and is attempted throughout game play.
Exceptional
Student displays prior knowledge/perceived practice in game play efforts and tactics. Understands and carries out position responsibilities in a strategic way. Communicates with teammates during game play regarding positioning and strategy.
Subjects:
Physical Ed., Fitness
Types:
Assessment
(Other)
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