Health and Fitness Education Assessments
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OSPI-Developed Assessments for Health and Fitness

2014-15 iGrants Form Package 408
The 2014–15 Assessment and Reporting Requirements document details the annual reporting requirements and timelines related to the implementation of assessments and other strategies in Social Studies, The Arts, and Health and Fitness (RCW 28A.230.095) and for Educational Technology (RCW 28A.655.075). Download the Summary of Findings for 2013-14 OSPI-Developed Assessments. The deadline for the form package is June 30, 2015.

Health and Fitness

OSPI has developed assessments that can be used by teachers in the classroom throughout the school year to gauge student understanding of the learning standards for health and fitness education.


Health and Fitness Assessment Chart


Frequently Asked Questions
for OSPI-Developed Assessments in Health and Fitness

Vocabulary - Words and Definitions



Concepts of Health and Fitness One-point responses (multiple choice), two-point responses (short answer), and four-point responses (critical thinking) questions aligned with EALRs 1 and 2.

Get Fit Summer Evaluate current fitness scores for a fitness component (using an identified fitness test) and set a realistic goal score and describe how certain activities will help achieve goal.
GLE 1.2.1, 1.3.1, 4.1.1, 4.2.1


A Cartoon Role Model Describe positive and negative role model characteristics; demonstrate the strategy role model used to deal with stress (peer pressure, eustress and distress).
GLE 2.1.1, 2.4.3, 3.3.1, 3.4.1, 3.5.1

Mrs. Trimble’s Muffins Analyze nutrient groups on a nutritional label for positive and negative nutritional value and describe why people should either limit or include them in their diet; using the food pyramid, identify foods that make a balanced meal and explain how the chosen foods can benefit the human body.
GLE 1.5.1, 1.5.2

New Kid on the Block Identify reasons for and emotional effects of bullying; demonstrate negative and positive choices that could be made in response to bullying and their possible outcomes.
GLE 2.1.1, 2.4.1, 2.4.3, 3.3.1, 3.4.1, 3.5.1

Stomp Out Second-Hand Smoke Using reliable sources, describe negative health effects of second-hand smoke and the regions of the body effected.
GLE 2.4.5, 3.2.1

Welcome to Our School Identify forms of harassment and describe strategies for dealing with each in addition to sources of help; describe disease prevention strategies related to spread of communicable diseases and how they would be practiced; describe health and fitness goals and how they might help keep students physically fit.
GLE 1.5.1, 2.1.1, 2.3.1, 2.4.1, 3.3.1, 4.1.1, 4.2.1


Middle School


Concepts of Health and Fitness One-point responses (multiple choice), two-point responses (short answer), and four-point responses (critical thinking) questions aligned with EALRs 1 and 2.

Fitness Plan for Pat Describe each FITT component; describe two areas of nutrition and physical activity that will improve body composition.
GLE 1.3.1, 1.4.2, 1.5.1, 1.5.2, 4.1.1, 4.2.1

Shop, Eat, Move (This assessment may be used for either Fitness or Health - not both)  Compare nutritional labels, identify positive and negative nutritional components, and identify additional foods that would compensate a healthy meal.
GLE 1.5.1, 1.5.4 and EALR 3.0


Acme Advertising Demonstrate how social skills can lead to a positive resolution of a negative social situation.
GLE 2.4.1, 3.3.1

My Friend Morgan Identify behavior change in a friend, list adult resources, and apply how to link a friend to a trusted adult in order to receive help. GLE 2.1.1, 2.4.1, 2.4.3, 3.3.1

Sara’s Story Demonstrate short and long term effects (physical, emotional, social, and intellectual) of drug use.
GLE 2.4.5, 3.3.1

Tobacco Times Identify short-term effects of smoking and smokeless tobacco, determine smoking myths from smoking facts, and identify issues relating to peer pressure.
GLE 2.4.5, 3.3.1

Touring the Systems Compare components of circulatory, respiratory, digestive, nervous, muscular, skeletal, reproductive and/or endocrine systems to everyday objects.
GLE 2.2.1

True Media Message Identify false messages in advertisements and explain how they negatively affect a person's social, emotional or physical well-being.
GLE 3.2.1, 3.2.2


High School


Concepts of Health and Fitness One-point responses (multiple choice), two-point responses (short answer), and four-point responses (critical thinking) questions aligned with EALRs 1, 2, 3, and 4.

Fitness Planning Evaluate current fitness level for cardiorespiratory endurance, muscular endurance and flexibility and determine whether a maintenance or improvement plan is most appropriate; using FITT principle, demonstrate how maintenance or improvement plan will help achieve goal.
GLE 1.3.1, 1.3.2, 4.1.1, 4.2.1


A Letter to the Publisher Identify negative messages (relating to body image, peer pressure, etc.) contained in advertisements; describe changes that could be made to advertisements that would result in a positive effect.
GLE 3.2.1, 3.2.2

Cafeteria Choices Compare nutritional labels and identify positive and negative nutritional components; identify additional foods that would compensate for negative components and explain why.
GLE 1.5.1, 1.5.3

Cut Out Conflict Demonstrate conflict resolution skills (verbal and nonverbal) and explain how community resources may help resolve conflict.
GLE 2.4.1, 3.2,1, 3.3.1

Dear "Stressed and Depressed" Identify healthy stress management strategies and how they are used to relieve stress; identify signs of depression and describe how community resources may help.
GLE 2.4.3, 2.4.4, 3.2.1

New Student Orientation Explain legal consequences (laws and penalties) of drug/alcohol use, stages of dependence/addiction (including behaviors), effects of use (on family, school, community, and emotional health), and describe services that community resources can provide.
GLE 2.3.2, 2.4.5, 2.4.6, 2.4.7, 3.2.1


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