This chapter advocates for integrated assessment practices that value both language learning and physical competence. Dual-focus rubrics combine descriptors from the Common European Framework of Reference (CEFR) with physical education criteria, allowing teachers to observe motor skills, tactical decision-making and communicative effectiveness simultaneously. Sample rubrics show how criteria (e.g., overhead pass execution, decision making, positional support) are paired with language targets (e.g., using specific vocabulary and phrases), encouraging formative feedback rather than summative grading. The chapter also addresses motivation and engagement assessment, recommending a blend of self-reports, observational checklists and peer feedback to capture students’ feelings and participation. These methods aim to identify dips in enthusiasm early and guide instructional adjustments. By emphasising timely, specific feedback and student reflection, this chapter demonstrates that assessment in CLIL-PE should serve learning rather than merely measuring it.