Rubric

By Lori Flick and Melanie Davis

9th Grade
High School Rhythms Dance Jump Band Routine
Standard 1:
The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns. (Psychomotor Domain)
Performance Indicator Two (PI-2):
Design and develop an appropriate physical fitness program to achieve a desired
level of personal fitness.
Assessment Task:
Perform and create count jump band routine to music including for at least 24
counts
Criteria for competency (Level 3):
1. Using at least 3 different steps (basic, inside/outside, side by side, jump
in/jump out)
2. Performs to the beat of the music with no more than 1 observable error
3. Transition smoothly (no more than 2 observable errors) from one step to the
next
4. Must change direction (face opposite ender) in routine at least 1 time
Critical Aspects of Performance:
1. Variety of Steps
Must include basic, inside/outside, and side by side steps, jump in/jump out
in order of student choice
2. Stays to the beat of the Music
Keeps rhythm and does not get off beat more than once (adding an extra
step or missing a step)
3. Transition
Transition smoothly when changing the type of step being performed (no
more than one visible error) (stepping on band or stopping and restarting
routine)
4. Change of Direction
Must change direction in routine one time or more using correct steps (face
opposite ender, spin, etc)

High School Jumpband Routine 9th Grade

Assessment Task Scoring Rubric

Stays to the
beat of the
music

Level

Variety of
Steps

Uses at least
4 different
types of steps
(basic,
inside/outside,
side by side,
jump in/jump
out)

Performs to the
beat of the music
with no
observable
missteps off beat

Performs
Changes direction more
transitions
than 2 times using
smoothly
correct steps
between each
step change with
no observable
error

Uses at least
3 of the 4
different types
of steps
(basic,
inside/outside,
side by side,
or jump
in/jump out)

Performs to the
beat of the music
with one
observable
missteps off beat
(adding a step,
or missing a
step)

Performs
Changes direction 1
transitions
time using correct steps
smoothly
between each
step change with
one observable
error (Stepping
on the band,
restarting the
routine)

Uses only 2 of
4 taught
different types
of steps in
routine

Performs to the
beat of the music
with 2 missteps
to the beat

Performs
Changes direction one
transitions
time without correct
between each
steps
step change with
2 observable
errors (Stepping
on the band,
restarting the
routine)

Uses only 1
type of step in
routine

Performs to the
beat of the music
with more than 3
observable
missteps to the
beat, or is
continuously off
beat

Performs
Changes direction by
transitions
restarting routine
smoothly
between each
step change with
more than 3
observable
errors(Stepping
on the band,
**Total Score
restarting the
Conversion to
routine)
levels

Does not start

routine

Has no steps on
beat

Stops routine
and does not
restart to finish

Smooth
transitions

Change Direction

13-16 =

Does not change

9-12 =
direction
5-8
=

South Carolina Physical Education Assessment Program

0-4

Level
Level
Level
Level

4
3
2
1

High School 9th Grade Jump Bands

Summary Score Sheet
School: _____________________

Date Collected: _______________

Teacher:______________________ Semester: _________________________

Class Period: _______________________
Coder:

______ Date Coded: _______________________

* Students must appear on this sheet in the order in which they appear on the video
recording.
Variety Stays
*Pinnie
Student Name
Gender
of
Steps on beat Smooth Change
Level
#
of the Transiti directions
(0-4)
music
ons

Assessment Protocols:
Directions to Students (Read aloud Verbatim)
You will be asked to write and create a jump band routine consisting of at least 3 out of 4 jump
band steps, the basic, side by side, inside outside, and jump in/jump out steps. You will need to
stay to the beat of the music, and change direction once in your routine, and transition between
steps with less than 2 errors (stepping on the band or stopping the routine and restarting routine).
You will all be assessed as the performer of your group routine. When you are not the performer,
you will be an ender for another student in your group. Performer will count 5, 6, 7, 8 to begin
routine.
Directions to Teacher:
Students should design a sequence based on previous learned steps and combinations.
Set up groups of 3 or 4
Allow students to create routine as a group. (Choose order of steps and when there will be a
direction change)
Allows students to practice as performers and enders
Film each student as performer
Safety and Management:
Students will have a clean routine space obscure from obstruction
Students must wear proper footwear and clothes so that nothing hinders movement
Students not currently being filmed will not be permitted to watch the assessed group, they will
practice
Students will be spread apart so that groups do not interfere with another
Students will pay attention to safety during jumping: enders will keep band taut, bands low
around the ankles, and performers will count down loudly to begin routine
Equipment/Facilities/Materials:
Camcorder, SD card, Music player, extension cord, jump bands, paper routine sheets for each
group, pencil for each group to write routine
Camera Location and Operations:
The camera will be set up to view performance area. The angle will be arranged so that the side
of the performer and enders is shown
10