Assessment Rubrics

Assessment Rubrics

This page provides practical rubrics for assessing children’s progress in “Kinder in Bewegung” activities. These rubrics are designed to be observable during regular class activities and can be used for both teacher assessment and student self-assessment.

Tip

Assessment Philosophy: Focus on growth and effort, not comparison. Every child develops at their own pace.

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1. Motor Skills Assessment

Balance Skills Rubric

Level	Description	Observable Indicators
Beginning	Can maintain balance briefly with support	• Needs hand-holding or physical support • Loses balance within 3-5 seconds • Shows tension in body • Watches feet constantly
Developing	Can maintain balance independently for short periods	• Balances 5-10 seconds independently • Some wobbles but recovers • Beginning to look up • Shows growing confidence
Proficient	Maintains balance consistently during activities	• Balances 10+ seconds easily • Can look around while balancing • Relaxed body posture • Can add simple movements
Advanced	Demonstrates dynamic balance with added challenges	• Balances while doing other tasks • Can balance with eyes closed • Navigates obstacles confidently • Helps others with technique

Coordination Skills Rubric

Level	Description	Observable Indicators
Beginning	Movements are awkward or disconnected	• Difficulty coordinating both sides • Movements appear stiff • Misses timing frequently • Needs repeated demonstrations
Developing	Shows improvement with practice	• Can perform with concentration • Occasional timing errors • Improves with each attempt • Beginning to self-correct
Proficient	Movements are smooth and coordinated	• Fluid, connected movements • Good timing consistently • Can adjust to variations • Performs without hesitation
Advanced	Demonstrates coordination in complex situations	• Coordinates multiple movements • Adapts quickly to new challenges • Can explain technique to others • Creates own variations

Hand-Eye Coordination Rubric

Level	Description	Observable Indicators
Beginning	Difficulty tracking and catching/hitting	• Misses stationary targets • Doesn’t track objects visually • Reacts too late • Avoids throwing/catching activities
Developing	Can catch/hit with preparation time	• Catches large balls at short distance • Tracks objects but timing off • Catches with body (“basket catch”) • Shows willingness to try
Proficient	Catches and throws accurately	• Catches with hands • Accurate throwing to targets • Good tracking and anticipation • Can catch while moving
Advanced	Handles multiple objects and complex tasks	• Juggles 3 balls • Catches at various speeds/angles • Throws with precision • Can perform tricks

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2. Social Competence Assessment

Cooperation Skills Rubric

Level	Description	Observable Indicators
Beginning	Difficulty working with others	• Prefers to work alone • Doesn’t share equipment • Interrupts or ignores peers • Frustrated by group work
Developing	Beginning to cooperate with support	• Willing to share with reminders • Takes turns with guidance • Participates in group activities • Responds to peer requests
Proficient	Works well with others consistently	• Shares equipment willingly • Takes turns without reminders • Contributes ideas to group • Encourages peers
Advanced	Facilitates cooperation in groups	• Helps resolve conflicts • Ensures everyone participates • Takes leadership roles • Adapts to different group needs

Communication Skills Rubric

Level	Description	Observable Indicators
Beginning	Limited verbal or non-verbal communication	• Rarely speaks in group • Doesn’t respond to questions • Unclear instructions to peers • Avoids eye contact
Developing	Communicates basic needs and ideas	• Speaks when prompted • Simple instructions • Beginning to listen actively • Some eye contact
Proficient	Communicates clearly and listens well	• Expresses ideas clearly • Gives understandable instructions • Listens to others • Asks clarifying questions
Advanced	Facilitates group communication	• Summarizes group discussions • Ensures all voices heard • Mediates misunderstandings • Uses encouraging language

Teamwork Rubric

Level	Description	Observable Indicators
Beginning	Focuses on self, not team	• Competes against teammates • Blames others for failures • Doesn’t consider team goals • Leaves group when frustrated
Developing	Beginning to understand team concept	• Recognizes team goals • Celebrates team success • Stays with group • Beginning to support peers
Proficient	Active team member	• Prioritizes team success • Supports struggling teammates • Accepts different roles • Contributes positively
Advanced	Team leader and supporter	• Motivates team members • Delegates appropriately • Maintains team morale • Reflects on team performance

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3. Participation & Effort Assessment

Engagement Rubric

Level	Description	Observable Indicators
Beginning	Minimal participation	• Reluctant to join activities • Stands on sidelines • Needs constant encouragement • Distracted easily
Developing	Participates with encouragement	• Joins when prompted • Participates in preferred activities • Needs some redirection • Variable engagement
Proficient	Actively engaged	• Joins activities willingly • Stays focused throughout • Self-directed participation • Positive attitude
Advanced	Highly engaged and motivating	• First to volunteer • Encourages others to join • Fully present in activities • Inspires peers

Effort & Persistence Rubric

Level	Description	Observable Indicators
Beginning	Gives up easily	• Stops after first failure • Says “I can’t” frequently • Avoids challenging tasks • Minimal effort visible
Developing	Tries with encouragement	• Attempts tasks with support • Responds to encouragement • Beginning to persist • “Try again” attitude emerging
Proficient	Consistent effort	• Keeps trying after setbacks • Self-motivated • Accepts challenges • Learns from mistakes
Advanced	Exemplary persistence	• Seeks challenges • Helps others persist • Analyzes and adjusts approach • Celebrates effort over outcome

Safety & Responsibility Rubric

Level	Description	Observable Indicators
Beginning	Needs constant supervision	• Doesn’t follow safety rules • Misuses equipment • Doesn’t respect boundaries • Requires reminders
Developing	Follows rules with reminders	• Generally safe with reminders • Handles equipment appropriately • Respects most boundaries • Responds to corrections
Proficient	Consistently safe and responsible	• Follows all safety rules • Cares for equipment • Respects space and others • Self-monitors behavior
Advanced	Models and teaches safety	• Reminds peers of rules • Helps maintain equipment • Reports safety concerns • Takes leadership roles

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4. Equipment-Specific Rubrics

Juggling Balls Assessment

Skill	Beginning	Developing	Proficient	Advanced
One ball - same hand	Cannot complete	3/5 successful	5/5 successful	Can do eyes closed
One ball - cross body	Cannot complete	3/5 successful	5/5 successful	Can add claps
Two ball cascade	Cannot start	Can exchange once	5+ exchanges	Continuous
Three ball cascade	Not attempted	Can start	5+ catches	20+ catches

Balance Equipment Assessment

Equipment	Beginning	Developing	Proficient	Advanced
Pedalo Classic	Needs support	5m with support	10m independent	Slalom course
Rola-Bola	Cannot balance	5 seconds	30 seconds	Can squat/turn
Stilts (low)	Cannot stand	Walks 5m	Walks 10m	Navigates obstacles
Balance stones	Cannot cross	Crosses slowly	Crosses confidently	Creates own paths

Team Games Assessment

Game	Beginning	Developing	Proficient	Advanced
Sommerski	Cannot coordinate	5m with help	10m in sync	Navigates turns
Pipeline	Ball drops frequently	Completes slowly	Completes smoothly	Speed challenge
Laufendes A	Cannot participate	Participates with help	Contributes effectively	Leads group

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5. Self-Assessment Tools

”How Did I Do?” - Student Self-Assessment

For Grades 1-2 (Visual Version):

😊 = I did great!
😐 = I tried my best
😔 = I need more practice

Today I:
[ ] Tried my best        😊 😐 😔
[ ] Worked with others   😊 😐 😔
[ ] Followed rules       😊 😐 😔
[ ] Had fun              😊 😐 😔

For Grades 3-4 (Written Version):

Self-Reflection: __________________ (Activity name)

1. What did I do well today?
   ___________________________________

2. What was challenging?
   ___________________________________

3. How did I help my team?
   ___________________________________

4. What do I want to improve?
   ___________________________________

5. How do I feel about my effort?
   Circle: 😊 😐 😔

Peer Assessment (Grades 3-4)

Partner Feedback Form

Partner's name: ___________________

My partner:
[ ] Tried their best
[ ] Was a good teammate
[ ] Followed the rules
[ ] Was fun to work with

One thing my partner did well:
___________________________________

One compliment for my partner:
___________________________________

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6. Progress Tracking

Individual Progress Chart

Skill Area	Week 1	Week 2	Week 3	Week 4	Goal
Balance	B D P A
Coordination	B D P A
Throwing/Catching	B D P A
Teamwork	B D P A
Effort	B D P A

B = Beginning, D = Developing, P = Proficient, A = Advanced

Class Overview Checklist

Use this for quick class-wide assessment:

Student	Balance	Coordination	Teamwork	Effort	Notes
Student 1
Student 2
Student 3
…

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7. Assessment Best Practices

Note

Key Principles:

1. Assess regularly, but not constantly
2. Focus on growth, not grades
3. Use multiple methods (observation, self, peer)
4. Share feedback positively
5. Involve students in goal-setting

Do’s and Don’ts

Do	Don’t
Observe during natural play	Test in stressful situations
Note improvements over time	Compare students to each other
Use specific, descriptive feedback	Use vague praise (“Good job!”)
Celebrate effort and persistence	Only celebrate outcomes
Adjust activities based on assessment	Use assessment to label students

Frequency Guidelines

Assessment Type	Frequency	Purpose
Informal observation	Every lesson	Adjust instruction in real-time
Quick skill check	Weekly	Track progress
Formal rubric	Monthly	Document growth
Self-assessment	After each activity	Build reflection skills
Progress report	Quarterly	Communicate with families

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8. Reporting to Families

Sample Progress Report

KINDER IN BEWEGUNG - Progress Report

Student: _________________ Date: _______________

MOTOR SKILLS:
Balance:      [X] Beginning  [ ] Developing  [ ] Proficient  [ ] Advanced
Coordination: [ ] Beginning  [X] Developing  [ ] Proficient  [ ] Advanced
Object Control: [ ] Beginning  [ ] Developing  [X] Proficient  [ ] Advanced

SOCIAL SKILLS:
Teamwork:     [ ] Beginning  [X] Developing  [ ] Proficient  [ ] Advanced
Communication: [ ] Beginning  [ ] Developing  [X] Proficient  [ ] Advanced

EFFORT & PARTICIPATION:
Engagement:   [ ] Beginning  [ ] Developing  [ ] Proficient  [X] Advanced
Persistence:  [ ] Beginning  [ ] Developing  [X] Proficient  [ ] Advanced

STRENGTHS:
• Shows excellent enthusiasm in all activities
• Works well with partners
• Good hand-eye coordination

AREAS FOR GROWTH:
• Continue developing balance skills
• Practice giving clear instructions to teammates

GOALS FOR NEXT QUARTER:
• Complete Pedalo course independently
• Lead a team activity

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