ASSESSMENT
Player Evaluation
1) Psychomotor Evaluation (30% of unit assessment)
Evaluation will take place for each of the skills covered in
the badminton unit. Each player will perform designated (by teacher)
reps and attempt to hit one or numerous targets in a court.
v 15% would be awarded for accuracy in hitting
target area
v 15% would be awarded for teacher’s subjective
evaluation of technique of student’s strokes (including racquet manipulation
and body movements necessary to perform strokes effectively). The subjective
evaluation will be done using a scale of 1 to 5, with 1 meaning the player
can perform the basic movement of the skill or techniques required for a
tactic, and 5 meaning the player performs the skill/tactic consistently at
a well-executed level.
Subjective Evaluation (Sample)
Stroke Technique (can be done through observation of game play
or during accuracy testing for some techniques)
___1. Proper wrist action used
___2. Variety of strokes used during game play
___3. Body positioning to execute strokes is correct
___4. Follow-through is done correctly according to stroke performed
___5. The shuttle is contacted as high and as early as possible
Use of Court Space (evaluated during game play)
___1. Player covers all areas of the court well
___2. The player considers the opponent’s weaknesses when considering
where on the
court
to return the shuttle to
___3. Serves are effective and accurate (using both long and
short serves)
___4. The shuttle is played to open space whenever possible
___5. The player resumes the ready position in center base court
after every shot whenever possible
2. Cognitive Evaluation (20% of unit assessment)
v Written test that illustrates that the student
understands the lines, basic rules, and some basic strategies of singles badminton.
Sample Test
1) Draw a badminton court (the entire court
including doubles lines) and label the following on it: center line, singles
sideline, short service line, net, back boundary line, long service line for
singles, service areas (8 points)
T/F Section (1 point each)
1) In badminton the final score could be 17-15
2) The serving player gets two chances for a successful serve
3) A player can only gain a point when he or she has the serve
4) A shuttle that hits the sideline is considered to be out
5) In Singles play, the court is long and narrow
6) If a player is serving and he/she has 10 points, he/she will
serve from the right service
court
7) If a part of a player’s racquet hits the net or crosses the
net after a shot, the point will be replayed
8) The player serving can step forward as the shuttle is struck
during the serve
Short Answer
1) List 3 strategies that can be used in singles badminton and
explain why they can be effective strategies. (3 points)
2) List four technique points for the overhead clear. (4 points)
3) Explain the difference between the basic ready position and
the attack stance. Include in your answer an explanation of the differences
in body positions and the specific times in a match when you would use each
stance. (4 points)
3. Affective Evaluation (50% of unit assessment)
v 25% awarded for daily log, which lists goals
for the unit and charts progression toward the learner’s goals. Marks
are given for effort (15%) and if the student made obvious attempts to reach
his or her goals (10%).
v 25% awarded based on attitude, active participation,
cooperation, sportsmanship, and leadership. 15% of this mark will
come from the teacher’s subjective evaluation, and 10% will come from a
self-assessment the learner will fill out at the end of the unit.
Self-Assessment (Sample)
All questions are to be given a mark from 1 to 5.
1- hardly ever
2 – once in a while 3-sometimes 4-often
5-always
1) Did I demonstrate a positive attitude towards the activities
and my peers?
2) Did I participate in all activities during the unit?
3) Did I cooperate with the teacher and with my peers?
4) Was I sportsmanlike during the activities and competitions
during class?
5) Did I demonstrate leadership by leading by good example and
helping others when I could?