In physical education classes at the secondary school level, objective, sex-fair evaluation is necessary to help each student develop to his or her fullest capacity. Student performance assessment must take into account the physiological differences between males and females after the onset of puberty. Within each sex there is a broad range of ability but, in general, factors such as muscular and cardiovascular endurance favor male performance. To accommodate the diversity in coeducational physical education classes, a performance evaluation plan focusing on the individual student should be developed, based on department or school objectives. Student performance goals should be written so that each goal can be ranked and weighted according to the importance of the course objective which is assessed. To allow for skill development, final assessment should include improvement as a factor in grading. An evaluation plan based on course objectives and pre-established criteria may include: (1) a written test; (2) an objective skill test; (3) a subjective skill evaluation; and (4) improvement. Grading and evaluation should be kept in perspective as an extension of sound practices already in use. (FG)