ASSESSMENT

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 for Learning

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 tasks that gage student accomplishment at the conclusion of a learning

sequence or unit, also known as summative assessment. Holding the assessment at the end
of a unit allows teachers to ascertain the student’s progress against goals and to set future
objectives for 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.

(Department of Education and Early Childhood Development, 2011)

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

Application for student roles

o At the beginning of the SEPEP season each student will be given a chance to apply
for a role within the competition and the elected sports board will decide based on
these applications, who deserves what role.
Weekly journal entries
o Weekly journal entries will be completed by each students to reflect and evaluate
their thoughts on the weeks lessons, what they have learnt so far and how they
might improve on certain aspects

Oral

Application for student roles

o Students will be able to give reason for their selection in class time
Discussion in Teams
o Students will engage in discussion with their fellow team members throughout the
season
Peer teaching/coaching
o At one point in the season, each student will have the opportunity to conduct a
learning activity for the whole class or in team groups

Performance

Skill development and engagement assessment rubrics

o Teacher will assess students progression throughout the season

Evidence of Student Learning

Productively participates as a member of a team in the SEPEP Hockey season

Effectively contributes to at least one administrative and one official role throughout the
season
Endeavours to continually improve skill level throughout the season
Successfully works well with fellow class/team members to complete a common goal
Exhibits an acceptable level of fair play and teamwork skills
Shows proficiency towards setting goals for improved personal team performance
Comprehends the application of strategies and tactics in hockey

(Andrew et al, 1995)

Sport Education Student Benchmarks
Player Benchmark
Players are competent
Players are literate
Players understand strategy
Players are enthusiastic
Players work cooperatively in their
teams
Players display good sporting
behaviour
Duty Job Benchmark
Students can apply for duty jobs
Students are knowledgeable
Students can perform the skills of
their duty jobs
Students can carry out duty jobs with
little supervision from the teacher
Students can resolve conflicts during
their duty jobs (eg officiating)
independently
How to Verify
1. Monitor performance on teacher-designed assessments of game
skills and knowledge
2. See Skill Development Rubric
1. Players can pass a test on rules, history, and game traditions
2. Players demonstrate nuances of the game (clothing, selection of
equipment, etiquette, appreciation of quality performance
1. Teams can plan and implement appropriate strategy and tactics
from a cooperative approach
2. Players can interpret a scouting report
3. Players can correctly analyse game-summary statistics
Observe to monitor events that represent enthusiastic participation
(cheering, celebrating, on-field hustling)
Monitor interactions on teams with event-recording systems
1. Monitor games for examples of positive and negative sporting
behaviour
2. Appoint students to duty jobs as “good sport checkers”; they
record instances of good sporting behaviour and make brief
reports at the end of class
How to Verify
Interview students after roles are assigned; do they feel they were
given a chance to get the job they wanted?
1. Students receive training in all duty jobs
2. All students pass a written or oral test on their specific job
1. Students receive training in all duty jobs
2. All students pass a practical/performance test on their
specific job
1. Each duty job has a daily checklist of all responsibilities
2. Teacher observes and records students as they complete
each job (spot checks ok)
3. Teacher monitors the number and types of questions
students have about their jobs as the season progresses
Teacher monitors the number and types of disputes brought to him
or the sports board.
(Metzler, 2011)
SKILL DEVELOPMENT ASSESSMENT - TEACHER ASSESSED
Criteria Very High
Skill Demonstrate a high
Development proficiency in the
execution of manipulative
and movement skills
during complex activities.
Demonstrate highly
advanced skills in selected
physical activities.
Participation Shows a high proficiency
in Sport to use training methods to
improve their fitness level,
and participate in sports,
games, recreational and
leisure activities that
maintain regular
participation in moderate
to vigorous physical
activity.
Educating Shows a high proficiency
about Sport to employ and devise skills
and strategies to counter
tactical challenges in
games situations.
Shows a high proficiency
to assume responsibility
for conduct of aspects of a
sporting competition in
which roles are shared and
display appropriate
sporting behaviour.
High
Demonstrate proficiency
in the execution of
manipulative and
movement skills during
complex activities
Demonstrate advanced
skills in selected physical
activities.
Shows a proficiency to use
training methods to
improve their fitness level,
and participate in sports,
games, recreational and
leisure activities that
maintain regular
participation in moderate
to vigorous physical
activity.
Shows proficiency to
employ and devise skills
and strategies to counter
tactical challenges in
games situations.
Shows a proficiency to
assume responsibility for
conduct of aspects of a
sporting competition in
which roles are shared and
display appropriate
sporting behaviour.
Medium
Demonstrate an adequate
proficiency in the execution
of manipulative and
movement skills during
complex activities
Demonstrate an adequate
ability to perform advanced
skills in selected physical
activities.
Shows an adequate
proficiency to use training
methods to improve their
fitness level, and participate
in sports, games,
recreational and leisure
activities that maintain
regular participation in
moderate to vigorous
physical activity.
Shows an adequate
proficiency to employ and
devise skills and strategies
to counter tactical
challenges in games
situations.
Shows an adequate
proficiency to assume
responsibility for conduct of
aspects of a sporting
competition in which roles
are shared and display
appropriate sporting
behaviour.
Low
Demonstrate an inadequate
proficiency in the execution
of manipulative and
movement skills during
complex activities
Demonstrate an inadequate
ability to perform advanced
skills in selected physical
activities.
Show an inadequate
proficiency to use training
methods to improve their
fitness level, and participate
in sports, games, recreational
and leisure activities that
maintain regular participation
in moderate to vigorous
physical activity.
Shows an inadequate
proficiency to employ and
devise skills and strategies to
counter tactical challenges in
games situations.
Shows an inadequate
proficiency to assume
responsibility for conduct of
aspects of a sporting
competition in which roles are
shared and display
appropriate sporting
behaviour.
Not Shown
Unable to demonstrate
proficiency in the execution
of manipulative and
movement skills during
complex activities
Unable to demonstrate
advanced skills in selected
physical activities.
Unable to show the use
training methods to improve
their fitness level, and
participate in sports, games,
recreational and leisure
activities that maintain
regular participation in
moderate to vigorous
physical activity.
Unable to show a proficiency
to employ and devise skills
and strategies to counter
tactical challenges in games
situations.
Unable to show a proficiency
to assume responsibility for
conduct of aspects of a
sporting competition in
which roles are shared and
display appropriate sporting
behaviour.
(VELS, 2009)
STUDENT ENGAGEMENT ASSESSMENT – TEACHER ASSESSED
Criteria Very High
Participation/Contribution Participates
enthusiastically to the
best of one’s ability in all
lessons
Team Work Always works well with
team members towards a
common goal during
every aspect of the lesson
Fair Play Always endeavours to
display and promote fair
play amongst team
members
Acceptance of Defeat Always accepts defeat
and the decisions of the
umpires
Cooperation Always shares
roles/positions and
responsibilities with team
members
Persistence/Effort Always willing to give
every learning
opportunity a go and
never give up
Positivity Always maintains a
positive manner towards
officials and team
members throughout the
lesson
Listening Always listens intently
when others are speaking
and never interrupts.
Uniform Always present in full
school PE uniform or has
a valid note that is signed
by a parent or guardian.
High
Participates to the best of
one’s ability in all lessons
Continually works well
with team members
towards a common goal
during every aspect of the
lesson
Endeavours to display and
promote fair play
amongst team members
Mostly accepts defeat
and the decisions of the
umpires
Mostly shares
roles/positions and
responsibilities with team
members
Mostly willing to give
every learning
opportunity a go and
rarely give up
Maintains a positive
manner towards officials
and team members
throughout the lesson
Mostly listens intently
when others and
speaking and rarely
interrupts
Mostly present in full
school PE uniform or has
a valid note that is signed
by a parent or guardian.
Medium
Participates with minimal
effort in all lessons
On most occasions works
well with team members
towards a common goal
during most aspects of
the lesson
On most occasions
endeavours to display
and promote fair play
amongst team members
Usually accepts defeat
and the decisions of the
umpires
Usually shares
roles/positions and
responsibilities with team
members
Usually willing to give
every learning
opportunity a go and is
unlikely to give up
Usually maintains a
positive manner towards
officials and team
members throughout the
lesson
Usually listens when
others are speaking and
sometimes interrupts.
Usually present in full
school PE uniform or has
a valid note that is signed
by a parent or guardian.
Low
Participates with minimal
effort in some lessons
Sometimes works well
with team members
towards a common goal
during some aspects of
the lesson
Sometimes displays and
promotes fair play
amongst team members
Sometimes accepts
defeat and the decisions
of the umpires
Sometimes shares
roles/positions and
responsibilities with team
members
Sometimes willing to give
every learning
opportunity a go and
unlikely give up
Sometimes maintains a
positive manner towards
officials and team
members throughout the
lesson
Sometimes listens when
others are speaking and
usually interrupts
Sometimes present in full
school PE uniform or has
a valid note that is signed
by a parent or guardian.
Not Shown
Shows no willingness to
participate in any lessons
Shows no intention to
work well with team
members towards a
common goal during the
lesson
Shows no intention to
display and promote fair
play amongst team
members
Never accepts defeat and
the decisions of the
umpires
Never shares
roles/positions and
responsibilities with team
members
Shows no willingness to
give a learning
opportunity a go and will
mostly give up
Shows no intention to
maintain a positive
manner towards officials
and team members
throughout the lesson
Shows no intention to
listen to others and
continually interrupts
others
Rarely present in full
school PE uniform or has
a valid note that is signed
by a parent or guardian.
PEER ASSESSMENT – STUDENT ASSESSED

TEAM: MAX
SCORE GAME 1 GAME 2 GAME 3 GAME 4
FOR EACH VERSUS VERSUS VERSUS VERSUS
CRITERIA ____ ____ ____ ____

All team members are in correct and

distinctive uniform 1
All members shake hands with opposite team
2

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

All team members participates enthusiastically

in the team cheer/chant 2
Result
Win= 3 points, draw 2 points, loss = 1 point
3

Duty team score

3 points if everyone did their job well
2 points if everyone did their jobs 3
0 points if some did not do their jobs
Total Points
25
SELF ASSESSMENT TASK – STUDENT ASSESSED

Weekly journal entry

Date: / / Name:

At the end of each session, complete a ½ page reflection

Include:

Participation and enjoyment throughout the lesson

Current strengths and weaknesses
What you would like to improve upon next lesson
Complete the following:

At the end of this lesson I felt:

My team is inclusive:

Comments:

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SELF ASSESSMENT – STUDENT ASSESSED

SEPEP Roles and Responsibilities Checklist

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.

Roles and Responsibilities lesson

Coach 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
• Lead skill and strategy practice
• Makes descisions about team line ups
• Provides leadership for team
• Communicate with and support captain
• Assist teacher when needed

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

Public relations officer

• Gets scores and records from scorer
• Keeps ladder up to date
• Organisation of promotional information
• Writes reports for school newsletter

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