Assessment:

Assessment is an ongoing process, referring to obtaining and interpreting information about the
skills, knowledge and attitudes of pupils both formally and informally. Assessment is used to
determine how a student is progressing, and make changes in the program to maximise student
learning and performance (Tinning et al, 2001).

Purposes of assessment:

 To determine whether learning is occurring and at what level.

 To provide feedback on learning to improve performance
 For motivation purposes
 To select and screen.

Tinning, et al 2001.

Assessment for Learning occurs when teachers use inferences about student progress and learning
to inform their teaching. The wide variety of information that teachers collect provide the basis to
for determining what needs to be done next to maximise learning. The purpose of this type of
assessment is Formative and is done throughout the learning process.

Assessment as Learning occurs when students monitor and reflect on their progress to inform future
learning goals. This type of assessment lets students take responsibility for their own learning and
monitoring future direction.

Assessment of Learning occurs when teachers use evidence of student learning to make judgements
of student learning against goals and standards. The purpose of this type of assessment is usually
summative and is done at the conclusion of a unit or task.

(Manitoba Education, 2006).

Learning Domains and Interactions:

Sport Education aims for student learning across all three learning domains; cognitive, affective and
psychomotor. These three learning domains cover the main goal of SEPEP which are to be a literate,
competent and enthusiastic sports person. Although from time to time there will be a focus on one
domain priority, over the whole season it will balance out amongst all areas of the learning domains.

 Literate: Cognitive and affective.

 Enthusiastic: Affective
 Competent: Pyschomotor with strong cognitive support.

(Mezler, 2001)

It is beneficial for a teacher to understand the learning that is fostered in all parts of the Sport
Education model so the teacher can provide a balance for each domain priority across the season.
The following table shows how the various domain priorities shift across various times in basketball
Sport Education program.

Learning activity Temporary domain priority

Making organizational decisions 1. cognitive

2. affective

Pre season practice (player) 1. psychomotor

2. cognitive

3. affective

Pre season practice (coach) 1. cognitive

2. affective

3. psychomotor

Learning duty roles (umpire, scorekeeper, 1. cognitive

trainer, etc)
2. affective

3psychomotor

Working as a team member 1. affective

2. cognitive

3.pyschomotor

During competitive games (player) 1. psychomotor

2. cognitive

3. affective

During competitive games (coach 1. cognitive (strategy and tactics)

2. affective (team leadership)