Learning objectives

By engaging with the text in this chapter students will be able to:

• understand what assessment is and the purposes of assessment

• acknowledge the imperative to develop assessment when developing units of work

• describe the different types of assessment and how and when each type is used and why

• clarify responsibilities and accountability in delivering, marking and reporting on assessment

• discuss assessment issues that impact on health and physical education ethically and philosophically

• understand the values and principles of high-quality assessment

• understand the need to use assessment techniques that meet the needs of all students.

Caleb is a graduate appointed to his first teaching position in a school with many behaviour management issues. Three students in his class contribute to discussions, complete all the required activities, are polite and organised at all times and try really hard, but struggle in physical performance scenarios. The evidence of their learning, demonstrated through responses in assignments, tests and performances, is that it is low to average. Other students in the class are disorganised and impolite and do not cooperate in learning activities yet they are very competent in physical performance scenarios and produce good-quality responses that demonstrate high-level understanding of concepts in assignments and tests. Caleb would like to reward the effort of the three ‘good’ students by awarding them higher grades. Discuss the ethical, accountability and reporting dilemmas facing Caleb and what he should do.