AWR #3

2. References multiple specific forms of physical activity
4. a firsthand account of a student’s relationship with physical activity. It is a snapshot in time of a student’s perceptions of physical activity.
6. Students express ideas and feelings while self-assessing a behavior or practiced concept.
8. provides a list of performance criteria, along with defined numerical levels of performance often aligned with words or phrases that give meaning to the numerical levels
9. to clearly define the behavior.
10. References a specific form of physical activity
12. "the physically literate individual exhibits responsible personal and social behavior that respects self and others"(SHAPE America, 2014, p. 12).
14. Provides a list of performance criteria along with defined levels of performance. Good for communicating specific strengths and weaknesses.
16. involves both teacher and student reflections on assessment data in order to identify areas in need of improvement.
17. to identify the desired behavior that will be taught and assessed.

1. assess behaviors and concepts as a whole
3. Students (or teachers) can assess a performance on a numbered scale(e.g., 1 = poor to 10 = perfect)
5. References physical activity in general terms without mentioning specific forms
7. includes learning that is related to, arising from, or influencing feelings or emotions.
11. “The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction” (SHAPE America, 2014, p. 12).
13. Used to identify whether or not a behavior (or component of a behavior) was present within a performance.
15. provides students with ample opportunities to practice the behavior.
16. prompts teachers to observe and assess expected behaviors using cues taken directly from the affective concept definition.