Assessment Rubric Wellness 10

2 – progressing 3 – meets 4 – exceeds

1 – limited toward expectations of expectations of
evidence of expectation grade level grade level
progress
toward
expectation

Participation and Student did Student Student usually Student always

effort in not participate sometimes participated with participated with
swimming with peers or participated with peers and peers and
(Assess show effort in peers and usually showed always showed
throughout unit) any of the sometimes effort in most of effort in all
swimming showed effort in the swimming swimming
activities some of the activities. activities.
swimming
activities

Applies and Student did Student Student usually Student always

demonstrates a not sometimes applied and applied and
knowledge of demonstrate a applied and demonstrated a demonstrated a
concepts and knowledge of demonstrated a knowledge of knowledge of
principles taught concepts and knowledge of concepts and concepts and
principles concepts and principles taught principles taught
taught during principles taught during the during the
the swimming during the swimming unit. swimming unit.
unit. swimming unit.

Exhibits Student did Student Student usually Student always

responsible, safe, not exhibit sometimes exhibited exhibited
personal and responsible or exhibited responsible and responsible and
social behaviour safe behaviour responsible and safe behaviour safe behaviour
that respects self that respected safe behaviour that respected that respected
and others self or others that respected self and others in self or others in
in and around self and others and around the and around the
the pool. in and around pool. pool.
the pool.

Recognizes the Student does Student Student mostly Student fully

value of not recognize partially recognizes the recognizes the
the value of recognizes the value of value of
swimming as a
swimming as a value of swimming as a swimming as a
life skill and for life skill. swimming as a life skill. life skill.
health, life skill.
enjoyment, and
safety

*Student’s will be graded on a 4-point scale. The rubric will be used to assess the student’s
knowledge based on their written responses in the assignment. Criteria listed is generalized and
based off the Wellness 10 section 3 curriculum, and related to questions in assignment.
Final Unit Assignment Name:

1. Discuss 3 key benefits that swimming can provide as an effective fitness program. (3
marks)

2. List and explain 5 water safety tips and considerations in and around water. (5 marks)

3. Choose one stroke you learned in this swimming unit and describe how you would
perform this stroke. (2 marks)

4. List and discuss one reason why swimming would be beneficial to incorporate into a
fitness plan? (1 mark)

5. Explain dry drowning? What is another name for dry drowning? What are the signs of
dry drowning? (3 marks)

6. Define and explain shallow water blackout. (2 marks)

7. List and describe 3 types of water entries and why you use them. (6 marks)

8. List 3 water activities could you incorporate into your future fitness plans? (3 marks)

9. Reflect on 1 barrier to your own pursuit of participation in the water and one barrier
associated with participation in the water for individuals from various cultural and
religious backgrounds. (2 marks)

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*Student will complete assignment by the end of the unit. Student will have access to technology, personal experience, and information given
throughout the unit in order to answer questions to the best of their ability.
Write-up

I believe a written assignment is the fairest way to assess my students in the swimming

unit. Giving my students the option to express their knowledge of the unit through a written

assignment versus a physical test may allow for more application and knowledge of concepts

and principles taught in the unit. Although participation, application and demonstration of

knowledge, and safe behaviour will be assessed throughout the unit, this assignment allows the

students to demonstrate and explore their knowledge instead of being assessed on physical

capability of skills.

This assessment piece also hits the learning outcome of Wellness 10 section 3, plan for

and engage in movement activity to increase confidence, competence, and sustainability in self-

selected individual and/or partner movement activities from each of the following categories:

Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics) Alternative

Environment Activities (e.g., cycling, snowshoeing, cross-country skiing, swimming, hiking,

skating, canoeing, trapping, weight lifting/going to a fitness centre) Target games (e.g., bowling,

golf, archery, bocce ball ) Net/Wall games (e.g., tennis, table tennis, racquetball, squash). This

assessment piece doesn’t assess the skills and knowledge physically or visually, but assesses

their skills based on an alternative environment (pool).

The assessment also allows the student to reflect on personal experience, the use of

technology, and information provided in the class to answer the questions in order to create

confidence, competence, and sustainability in swimming. Students will be at a variety of levels

prior to the unit. The students will need to be taught safety considerations prior to entering the

pool and also understanding the importance and value of learning to swim. Students will need to

be exposed to different skills that can be performed in the pool (not just strokes) in order to build
their competence, confidence, sustainability, and proficiency in swimming. This assignment will

allow the students to demonstrate their knowledge to their full potential with critical thinking

without the unfairness to assess on physical ability without having pressure, fear, and lack of

ability included in the assessment process.

The assessment I created is based on the Wellness 10 section 3 curriculum, specifically

alternative environment activities. My assessment piece is created to reflect my formative

assessment of the students. My students will understand the assessment and the theory behind

the type of assessment. However, students will have a say in whether the assessment piece needs

to be altered or changed. Students will be presented with the rubric at the beginning of the unit in

order for clarity of what they will be assessed on throughout and at the end of the unit (room for

changes/alterations to rubric will be open for discussion by request of the students). The

assessment assignment allows for all to succeed and express their knowledge. The content of the

unit will allow for learning, but also engagement through games, student-teaching, etc. At the

beginning of the unit, the students will have an opportunity to create goals for themselves that

they would like to achieve by the end of the unit. Students will track their progress during the

unit through journal entries. I believe my assessment encompasses the content of the unit while

allowing student learning to be relevant and useful.