Preplanning to insure sex-fair evaluation of student performance in physical education should include: (1) establishment of instructional and performance objectives for each activity; (2) development of performance standards which take into account ability levels and documented biological differences between the sexes; and (3) a well-defined formative and summative evaluation system, which is criterion-referenced. These preplanning measures, drawn from a review of literature about sex-fairness in physical education, reflect conclusions that: (1) Studies fail to provide substantial evidence as to whether sex differences are real or perceived; (2) Gender differences exist in normative data for physical fitness and sport skill tests; and (3) Criterion-referenced performance tests provide the most unbiased approach. To achieve sex-fair evaluation, program objectives should be related to physical fitness, skill movements, and integration of skills. Students should be given sufficient time to develop a minimal degree of competency on an individual basis. Daily or weekly task cards, which state criteria of acceptable performance so that the student has immediate and meaningful feedback, may be useful. Use of a contract would expedite recording skills completed and would let students assume some responsibility for determining feasible goals. Letter grades could be determined from the percentage of tasks completed which meet the criteria. The use of task cards relates to formative evaluation, while the contract serves as the summative evaluation. (Author/JD)