School level


The assessment tools in this resource address four assessment purposes-formative, summative, evaluative, and diagnostic assessment. Using these templates will enable teachers to gather, record, interpret, use and report information about a pupil’s progress and achievement in particular areas of PE. The templates set out clear teaching points and expected learning outcomes in relation to specific skills, and cater for various class levels and abilities in a variety of school contexts. The information gathered on pupils’ attainment is supportive of promoting a culture of improvement and enhancing teachers’ individual and collaborative practice, and the school’s capacity to respond to individual learning needs, and differentiate teaching and learning activities as necessary.  The accumulated assessment data will enable schools to communicate with parents in relation to their child’s progress, and can be used in providing post-primary schools with a more holistic profile of learners when they transition from primary school.

Choose from the following tools...



Teacher observation and the provision of effective feedback are important pillars in the assessment of FMS.

Considerations when observing movement

PE, like other subjects, depends on the teacher's ability to adapt instruction based on the progress of the pupil in order to assure mastery of movement. Feedback should not catalogue the pupils' mistakes but rather encourage the pupil  to strive towards competence and mastery of the skill. The feedback given should aid the pupil's overall knowledge of performance. This will enable the pupil to establish a kinaesthetic reference for the correct movement.

Feedback can be provided in a variety of ways including;

  • Verbally: The teacher can verbally inform the pupil of the changes that need to be made.
  • Demonstration: The teacher or a competent pupil may demonstrate how the skill looks.
  • Technology: Video can be used by showing the pupil an online video of the performance or a homemade video of a pupil in the school who clearly shows mastery of the skill.
  • Guiding the movement: Physically breaking down the skill and guiding the movement of the pupil is also an effective way of showing the pupil how the movement feels.

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