What would you start with when communicating PE assessment results to students in person?

• A. Telling them they need to exercise more
• B. Asking them their own opinion of their progress
• C. Explaining the lowest score on the assessment
• D. Asking them to describe their self esteem

Answer: (B)

Starting with the student’s own view of their progress invites reflection and ownership, which makes feedback more meaningful and actionable. In person, beginning by asking how they think they did creates a collaborative tone, helps you understand their perspective, and signals that the goal is to help them improve, not just critique them. This opening also sets up a clear path for discussing results: you can align the student’s self-assessment with objective criteria, identify specific strengths, and pinpoint practical next steps.

From there, you can share the actual performance data and how it relates to the standards, then work together to set concrete goals and practice strategies. This approach supports motivation and self-regulation, which are essential for progress in PE. Quick, punitive feedback or focusing only on the lowest score can shut down the conversation or overlook what the student already does well, and asking about self-esteem shifts the focus away from the performance criteria and learning goals.