Marking Rubric- Volleyball Skills: Appendix 3
1 2
Does not use two arms to
contact the ball. Forgets to
make a flat surface with
Underhand forearms. Rarely contacts
passing the ball. Does not bend
knees and move fluently
through the ball. Excessive
swinging of arms
Does not contact the ball
with two hands above head.
Does not have thumbs in
eyes. Does not make
diamond shape with arms.
Overhand Rarely contacts ball. Slaps
Passing ball at contact. Does not
bend knees and push ball
out and up.
Holds ball in non-dominate
hand. Toss of ball is
uncontrolled. Does not step
with non-dominant foot.
Swing of arm is
Serving sideways/uncontrolled
(underhand)
3 4
Does not always contact Usually contacts ball with Always contacts the
the ball with two arms. two arms. Often makes flat ball with two arms.
Sometimes has a flat passing surface. Usually Makes flat surface for
surface on forearms. contacts the ball with passing every time.
Contacts ball with high/uncontrolled passes. Contacts the ball with
low/uncontrolled passes. Usually bends knees and high/controlled passes.
Occasionally bends knees follows through with the Automatic bending
and follows through with ball. Arm swing minimal. knees and follows
the ball. Sometimes through.
swings arms
Sometimes contacts ball Usually contacts ball with Contacts ball with two
with two hands above two hands. Thumbs are hands. Thumbs
head. Forgets to contact often pointed towards eyes. pointed in eyes with
ball with thumbs pointing Sometimes forgets to make arms making diamond
in eyes. Sometimes makes diamond shape with arms. shape. Contact on ball
diamond shape with arms. Contact on ball is high but is high and has
Contact on ball is has no distance. Often distance. Bending of
low/carried/rolls bends knees and pushes knees and pushing ball
backwards off fingers. ball out and up. up and out is
Sometimes bends knees automatic.
and pushes ball out and up
Holds ball in non- Hold ball in non-dominate Holds ball in non-
dominate hand. Toss of hand. Toss of ball is high dominate hand. Toss is
ball is low. Sometimes but uncontrolled. Often high and controlled.
steps with non-dominate steps with non-dominate Always steps with
foot. Swing of arm is foot. Arm swing is straight non-dominate foot.
sideways/uncontrolled but uncontrolled power Arm swing is straight
(underhand) (underhand) and controlled
Contacts ball high but (underhand).
uncontrolled (overhand).
 Does not contact the ball Contact on ball is low and Often contacts the ball Contacts ball high and
high and in front and has no no follow through controlled with follow
follow through (overhand) (overhand) through.
Rarely contacts ball Sometimes contacts the Always contacts the
ball ball.
Does not have an approach. Does not have approach. Approaches ball with Approaches ball with
Does not time the ball. No Timing of the ball is late correct steps. Timing of correct steps. Times
contact with ball. Contacts or early. Contacts ball low ball is a little too late or a ball correctly.
net. Does not use the or behind them. Often tad too early. Often Contacts ball high and
batman, superman, cat contacts the net. contacts the ball high but with control. Does not
Attacking woman arm technique. Sometimes uses the uncontrolled. Rarely contact net. uses the
Does not follow through batman, superman, cat contacts net. Often uses the batman, superman, cat
woman arm technique. batman, superman, cat woman arm technique.
Sometimes follows woman arm technique. Follow through is
through Often follows through automatic
Does not understand rules Does not understand all Understands most rules of Understands all rules
of game. Does not move to rules of the game. the game. Often moves to of the game. Moves to
cover open space. Does not Sometimes moves to cover cover open space. Often cover open space.
understand strategies of open space. Sometimes applies strategies of the Always applies
Game Play game. No communication applies strategies of the game. Often communicates strategies of the game.
with team/partner game. Little with team/partner Always communicates
communication with with team/partner
team/partner
Does not engage in activity. Sometimes engages in Often engages in activity. Highly engaged in
Sits out on sidelines. No activity. Sits out on Rarely sits out on sideline. activity. Never sits on
enthusiasm/communication sidelines occasionally. Often is enthusiastic and sideline (unless
with teammates/partners. Minimal communicates with excused reason). Has
Does not attempt to work as enthusiasm/communicatio teammates/partners. Often high enthusiasm and
Teamwork a team (3 contacts). n with teammates/partners. attempts to work as a team communication with
Sometimes attempts to (3 contacts). teammates/partner.
work as a team (3 Always attempts to
contacts). work as a team (3
contacts).
 Total: /24

Checklist - Volleyball Skills: Appendix 1

Underhand Passing

Rarely Sometimes Often Always

Start in Athletic
Stance (feet
shoulder width,
knees bent, arms
out in front)

Weight starts on
balls of feet

Thumbs point down

and aligned

Platform flat and

45-degree angle at
contact

Step in Direction of
target
 Legs extend on
contact

Arm swing
controlled and no
higher than
shoulder height

Eyes follow ball into

arms

Ball contacts
platform above
wrists and below
elbows

Rotates angle of
platform to target

Overhand Passing

Rarely Sometimes Often Always

Start in Athletic
Stance (feet
shoulder width,
 knees bent, arms
out in front)

Weight starts on
balls of feet

Arms make a
triangle in air

Thumbs in eyes

Wrists flexed
(wrinkles in wrist)

Contact on ball is
just above forehead

Arms extend out

once contact made
(push)

Palms face out on

finish

Step towards target

and extends legs

Serving
 Rarely Sometimes Often Always

Non-dominate Foot
Forward

Holds Ball in Non-

dominate Hands

Weight Starts on
Back Leg

Elbow Behind and

Above Shoulder

Hand and Wrist are

Stiff (high five)

Ball Toss is
Diameter Above
Student’s Reach

Weight Transfers
Forward when
Contacting Ball

Non-dominate Arm
Pulls Down to
 ground (Generate
Force)

Follow Through is
Not Below the
Height of Shoulder

Attacking

Rarely Sometimes Often Always

Non-dominate Foot
Forward and weight
starts on forward
leg

Steps (right, left,

together) or vise-
versa

Arm motions follow

batman, superman,
robin hood and cat
woman sequence

Contacts ball high

and in front
 Wrist snaps over
top of ball

Can time the ball

Jumps towards net

without making
contact with net

Follows through on
contact

Gameplay

Rarely Sometimes Often Always

Follows Rules of
Game

Can apply strategies

in game like
situations

Works to obtain 3
contacts
 Moves to cover
open space

Communicates with
teammates

Teamwork

Rarely Sometimes Often Always

Engaged in Activity

Play with a positive

attitude and shows
enthusiasm

Communicates to
team/partner

Works to obtain
three contacts in
game play
REVISED
This assessment for learning rubric will be used throughout the whole volleyball unit to come up with a summative
assessment. Each skill will be out of four marks with a total of 24 marks available. The students will have a chance to build on
their skills throughout each class but will not be assessed on that skill again until game play day. Students will be given the
rubric and checklists prior to the unit so that I can thoroughly explain it to them. Students will have the opportunity to ask
any questions along with address any changes that they would like made. Changes will only be made if the students along with
myself agree to the changes. The rubric will be turned into a checklist formed for each skill so that students can exactly see
where they stand within the rubric during the unit. This checklist will be handed back to the students after a lesson where a
new skill is taught and during game play (4 skills and 2 days of game play). This checklist will be given back to the students for
feedback approximately 6 times during the unit and if improvements have been made throughout the unit the checklist will be
updated to show these improvements. Students will also self-assess their skills twice throughout this unit and will be taken into
consideration when scoring them on the rubric. I will use this checklist throughout the unit as feedback for the students to see
where they can improve their skills before the unit it over. At the end of the unit the checklists will be used to average the
students’ performance on the rubric. All 6 checklists from during the unit will help me fill out what category the student is in
at the end of the unit. Some students will end up in 2-3 categories based on their skills which will allow for in between marks to
be given (1.5, 2.5, 3.5). At the end of the unit this rubric will be used as a standard tool for student’s assessment for learning.

Note: Revised sections are bolded

 Reflection

I feel like making a rubric for this volleyball unit was a fair way to assess my student’s learning at the end of the term. The

rubric will allow me to assess the students throughout the whole unit with consistency. I will assess the students with this rubric in a

checklist form during the unit so that students are able to receive feedback on what skills they need to improve and what specific

component of the skill they need to improve. At the end of the unit I will take the formative checklist evaluations to come up with the

summative assessment for the student’s learning. I believe it would be unfair to take one day to assess a volleyball skill on the rubric

as students may get nervous and perform less knowing it is an assessment day. Along with the checklist students will also write in

journals as a self-assessment piece that will reflect what they think they need to improve on and where they think they succeeded after

each lesson. Additionally, teacher observation and direct feedback will be given as the students practice their skills throughout the

lessons which will help connect the formative assessments to the summative assessment.

This rubric contains the specific components of each volleyball skill that I will be looking for when assessing. The rubric

outlines the basic skills needed to participate in a game of volleyball which targets outcome number five from the grade 9 physical

education curriculum: PE9.5- Build skills towards proficiency in four self-selected complex movement skills including one from four

of the following categories: target games, striking/fielding games, net/wall games, invasion/territorial games, alternate environment

activities. The rubric will also assess students on their teamwork, knowledge of rules, and strategy skills. Participating in game like
situations where teamwork, rules, strategies are incorporated will target outcome six of the grade nine physical education curriculum:

PE9.6- Design and implement, collaboratively, plans to use effective tactics and strategies (while considering rules and skills when

participating in a variety of movement activity situations) to enhance performance and enjoyment of self and others in each of the

following: target games, striking/fielding games, net/wall games, invasion/territorial games, low-organizational, inventive, and

cooperative games. The rubric will also assess students on their ability to work cooperatively as a positive teammate in a social setting

which targets outcome twelve of the grade 9 physical education curriculum: PE9.12- Demonstrate an understanding of and

incorporate positive social behaviours into all aspects of personal involvement in movement activities, in the context of both a

participant and a spectator, after examining the positive and negative influences of organized sports, movement competitions (e.g.,

dance competition), and mass media on the social behaviour of self and others.

Students will be given this rubric at the beginning of the unit to see what they will specifically be assessed on in the unit. If any

students have an objection or feel like any of the criteria should be changed then a class discussion will be had to come up with an

agreed upon decision. Also, if I feel like the class is at a lower or higher level then what is expected on the rubric, amendments can be

made to suit the needs of the students. I believe that it is important for my students to know how the six checklists and their two

self-assessments during the unit will work to create a final grade on the rubric (explained in assessment piece above). The

rubric indicates building skills and strategies/tactics in proficiency in volleyball which is a net and wall game and assesses if

the students have learned the outcomes. By doing these things I believe my assessment for learning piece is easy for students to
understand and check if students achieved outcomes. Before the final assessment of learning piece is complete students will be

instructed through lessons that will create interest and interaction between peers. Students will be taught lessons that will focus

primarily on volleyball skill development for the first part of the unit. These lessons will consist of numerous repetitions along with

incorporating games and drills that include peer interactions such as team and partner work. The last half of this unit will consist of

practicing skills in game-like situations and students will play the game of volleyball while learning strategies and rules of the game.

Teamwork will be essential in this part of the unit for students to learn and engage in. I believe that I plan lessons and assessments that

are based on the curricular outcomes as my plans effectively integrate outcomes and indicators with instructional strategies and

assessment. The rubric for my assessment of learning of students provides clear evidence of my students applying their learning in a

performance task.

Different modifications and adaptations can be made in this unit to fit the needs of all students. I am prepared to bring in a

different ball that is bigger and lighter which will increase air time so that students have more time to get under the ball. Also adapting

some of the rules, like allowing one bounce, is another modification that can be made to accommodate all students. Using a

badminton net or lowering of the volleyball net is another modification that can be made to suit the needs of all students.

Students will also work from where they are successful at getting the ball over the net. The rubric can be adapted to physical

exceptionalities where only one limb is available for contact as well. I plan on setting up two games in the gym allowing for different

skill levels to play together can help accommodate students who are less competitive and at a lower skill level to gain confidence,
while also challenging higher skilled students to play against each other. For EAL students a variety of instructional strategies will

be used to help communicate to them and for those students to understand better (visual (demonstrations), verbal (cues),

kinesthetic maneuvering (performing skills). A microphone will be used for students will hearing impairments. To challenge

students who are advanced I will allow them to take steps back once they are comfortable at a certain distance, I will challenge

them to work on accuracy of controlling the ball while bumping, setting, serving, and attacking. For EAL students a variety of

instructional strategies will be used to deliver the content including visual, verbal, and kinesthetic. This will allow for

differentiated instruction and can help deliver the content to students who’s first language is not English. I believe my plans

reflect preparation to meet common learning needs of outcome 14: I understand how to plan for differentiation and adaptation.

This unit will help develop the physical literacy of students so that they become competent in a wide variety of physical

activities and lead them to be active life-long. Visual demonstrations, verbal instruction, peer interactions, and physical activities will

be incorporated into this unit which will allow students to develop their literacy skills through the six strands of communication. I

believe I am describing key subject literacies with my students and the learning activities that would help develop those in students. I

believe the final task in my unit elicits evidence of application in a new situation. My final assessment will provide clear

evidence of my students applying their learning in a performance task. Students final performance task will be to play a game

of volleyball with the skills they have learned and with modified rules/adaptations based on student’s needs. The final 2 days of
playing volleyball will give students the opportunity to improve their checklist scores on their skills, that will be used to help

produce their final grade on the rubric.

Resources

Saskatchewan Curriculum. 2017. Grade 9 Physical Education. Retrieved from https://curriculum.gov.sk.ca/webapp

s/moecurriculumBBLEARN/CurriculumHome?id=199