The current standards,assessment and accountability movement relies heavily on the production of both valid and reliable dat as evidence of student progress and the quality ot educaitonal programs. Statewide assessments provide the public, administrators, state governments, and accrediting groups with assessment data as a means to evaluate students and programs. It is important that the data provided be an accurate reflection of student achievement of standards. In South Carolina, high school physical education teachers are required to collect and submit student assessment data on the four state mandated performance indicators as part of a state level assessment program. Assessment material is available for twenty-one movement forms for the assessment of performance indicator one,competency in movement forms. Teachers follow testing protocols to videotape student performance and then assess the performance using a scoring rubric. Teachers submit videotape, student scores, and class roles to the South Carolina Physical Education Assesssment Program (SCPEAP) A monitoring committee samples the teacher dat and checks for compliance with testing protocols and data accuracy.The purpose of this study was to investigate the accuracy of teachers using scoring rubrics to assess student competency in movement forms and teacher compliance with the testing protocols of a state assessment program. Factors related to teachers; ability to use scoring rubrics accurately, data compliance, and differences between teacher scores and monitoring committee scores were also investigated.Data sources included teacher assessment dat submitted to SCPEAP, assessment material generated by the monitoring committee, and SCPEAP records. Data analyses included descriptive analysis, analysis of variance, and Pearson correlation. Results revealed that teachers can use scoring rubrics to accurately assess student motor performance when making a judgement about competent and not competent student performance. Student skill level was significantly related to teacher accuracy. The majority of the data sets were accepted by the monitoring committtee, however minor protocol violations were common. Trained teachers anad females most often submitted compliant data. the activity assessed was also related to compliance and accuracy.