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The primary purpose of assessment is to improve student learning, assessment that enhances
learning gives students an opportunity to discover, develop and incorporate new knowledge,
understands and skills, it is part of the learning process.
Assessment is embedded in the school curriculum; it is not just a part of the unit that is tacked onto
the end. Incorporating assessment into learning, teachers can base their choices of which
components of a student’s performance to document, which can then be used to monitor student
progress, and establish which areas to teach next.
Not all assessment should be conducted by the teacher, peer and self assessment practices
promotes a deeper understanding of learning processes for the students. Self assessment is a
powerful tool for allowing students to monitor their learning and set goals for improvement.
To effectively assess against the Victorian Essential Learning Standards a combination of assessment
for, of and as learning is required (Department of Education and Early Childhood Development,
2011).
Assessment tasks that take place throughout teaching and learning activities, also known as
formative assessment. Teachers are able to draw conclusions on their own teaching
practices using student learning. It is a source of continuous feedback for both teacher and
student, which facilitates them to monitor progress, identify and attend to breaches and
errors in learning
Assessment of Learning
Assessment as Learning
Assessment that happens as students reflect on and monitor their own progress to inform
future learning goals. Students are able to be involved in their own assessment as they learn.
When students gain a greater understanding of the purpose of their learning and clarify
learning goals when they become proficient at self-assessment.
Assessment in Sport Education should comprise outcomes for both key roles that students perform
during the season; as a player and in their duty role. Assessment in both must reflect the three
major goals of Sport Education Model: to become competent, literate and enthusiastic
sportspersons (Siedentop, 1994). To assess these goals correctly, it is essential to use an array of
assessments, most of which should be authentic in nature (Metzler, 2011).
STUDENT ASSESSMENT
Written
Oral
Performance
TEAM: MAX
SCORE GAME 1 GAME 2 GAME 3 GAME 4
FOR EACH VERSUS VERSUS VERSUS VERSUS
CRITERIA ____ ____ ____ ____
During game
Encouragement
(always encouraging; 4, usually; 3, often; 2, 4
sometimes; 1, never; 0.
Accepting Umpires Decision
Remove 1 point for each argument
3
Minimum points= 0
Shared team participation
Reduce 1 point if a player dominates
Reduce 1 point if a player isn’t included fairly 3
Minimum points= 0
Sportspersonship
Reduce 1 point is a player argues with
opposition or deliberately disrupts play 2
Minimum points= 0
After Game
All team members shake hands with opposite
team
2
Date: / / Name:
Include:
My team is inclusive:
Comments:
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
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SELF ASSESSMENT – STUDENT ASSESSED
At the end of each lesson think about the responsibilities that you successfully completed. For each
responsibility successfully completed place a cross (X) in the box. For each responsibility that you did not
successfully complete place a (-) in the box. If you are the coach your role will not change and you will remain
in this position for the entire season. All other roles will change on a regular basis.
Captain
• Leads team warm ups
• Reports injuries to teacher
• Provides on field leadership
• Setting a good example
Scorer
• Records scores during game play
• Maintains ongoing team records
• Summarises game scores
• Provides financial records to coaches and public
relations officer.
Umpire
• Manages game play
• Interprets rules during game play
• Mediates conflict
• Is fair and consistent
Manager
• Organises home court space
• Reports injuries to teacher
• Sorts out disputes amongst players
• Assist in training sessions
Equipment Manager
• Inspects and cares for equipment
• Ensure the correct equipment is brought to
training and matches
• Distributes equipment