Analysis of Assessment Types, Purposes, and Effectiveness in Education

This report provides a detailed analysis of various assessment types used in education and training. It explores the purposes and outcomes of different methods, including written examinations, tests, multiple-choice questions, self-assessments, reflections, assignments, projects, practical observations, professional discussions, and e-assessments. The report examines the effectiveness of these assessment methods in meeting the individual needs of learners, considering both direct and indirect assessment approaches. It discusses the importance of a holistic approach, incorporating a combination of methods to provide meaningful, valid, and reliable assessments. The report also highlights the role of moderation, internally set and marked assessments, check-and-correct methods, and alternative technologies in meeting individual student needs and ensuring fair and accurate evaluations. Overall, the report emphasizes the importance of aligning assessment methods with learning outcomes to enhance student achievement and promote effective teaching practices.

Running head: TEACHING, LEARNING AND DEVELOPMENT
TEACHING, LEARNING AND DEVELOPMENT
Name of the Student:
Name of the University
Author’s Note

TEACHING, LEARNING AND DEVELOPMENT
Executive Summary
In this report, the different types of assessment and the purpose and outcome of each assessment
type is analyzed. The effectiveness of the assessment methods to meet the individual needs of
learners is analyzed. The areas in planning, delivery and assessment which require improvement
are discussed.
Content

TEACHING, LEARNING AND DEVELOPMENT
s
6.1 The Purposes and Types of Assessment Used in Education and Training................................4
6.2 The effectiveness of assessment methods in relation to meeting the individual needs of the
learners.............................................................................................................................................8
References......................................................................................................................................11

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The Purposes and Types of Assessment Used in Education and Training
6.1 TABLE FOR TYPES OF ASSESSMENT
Types of Assessment The purpose and the Assessment Outcome
1)Written Examination The skills and knowledge of students in sports
and development can be tested by written
examination. The written communication skills
and knowledge about a particular subject can
be assessed by a written examination. The
ability of students to articulate their knowledge
about the subject can be assessed by written
examination. Written examination can judge
the logical flow of thought and clarity of
students (Education 2014).
2)Test Tests in sports and development require
students to physically perform a set of skills.
The test can be administered verbally, on
computer or on paper. In education,
standardized tests are used and tests can assess
the aptitude, knowledge and skills of students.
3)Multiple Choice Questions The objective nature of Multiple Choice
Questions in sports education and development
makes it easier to grade. Subjective factors lead

TEACHING, LEARNING AND DEVELOPMENT
to variation in the marking scheme which can
be avoided in Multiple Choice Questions.
Compulsory MCQs can be selected from a
great range of syllabus because these types of
questions are highly efficient and takes less
time to complete (Holt 2016).
4)Self Assessment Self-assessments in sports education and
development help students identify criteria and
standards that are applicable to their work.
Students can then judge if they have met this
set criteria and standards. By self-assessments
students can get idea about a good assessment.
5) Reflection Reflection in sports and development helps
students to develop their critical thinking skills.
Students can analyze their experience and thus
their future performance improves. Students
can delve from surface learning to deep
learning by reflection.
6)Assignment There is alignment between the learning
outcome and the assignments of students,
assignments in sports and development help to
assess the skills and practical knowledge
gained by the student from the course-based

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learning outcomes(Metzler 2017).
7)Project Projects in sports and development education
help students to explore real-world challenges
and problems. The classroom of a project-
based learning is dynamic and the depth of
knowledge of students increases because
projects fulfill the purpose of inquiry-based
learning. Students can invest time to
investigate and contemplate on a complex
problem or question with the help of project.
8)Practical Observation Practical observation in sports education and
development increases the communication
skills of students and the reasoning capabilities
of students increase by practical observation.
Students learn to apply their theoretical
knowledge by observation of real-world
environment.
9)Professional Discussion The knowledge of students in sports education
and development can be holistically assessed
with the help of professional discussion. The
assessor and the learner can engage in a two-
way conversation with the help of professional
discussion. Some learners find it difficult to
provide written evidence; professional

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discussion makes use of time effectively for
these learners.
10)e-assessment or e-portfolio In e-assessment of sports education and
development, information technology is
effectively used, e-assessment can be of
various types like word processor or on-screen
testing or use of word processor. In e-
assessments the level of scrutiny is high and a
large number of students can appear for an
examination since an online computer is
connected to a network and thus hassle of
paper-based examinations can be avoided by e-
assessment. In e-portfolio, input, text, images,
multimedia and hyperlinks can be assembled
and managed on the web.

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6.2 The effectiveness of assessment methods in relation to meeting the individual needs of
the learners
Assessment Methods in sports education and development are tools and techniques used
to collect information which helps to determine the extent to which students demonstrate the
learning outcomes. Students can demonstrate their learning in sports education and development
by direct assessment methods while by indirect assessment methods students can reflect on their
learning (Camerino et al. 2014). Examples of direct assessment methods are essays, tests and
presentations and examples of indirect assessment methods are surveys and interviews. Only a
part of student’s achievement in sports education and development can be assessed if one
particular method is used to assess students. A holistic approach for assessing students can be
developed if a combination of direct and indirect methods is adopted (Winnick and Porretta
2016.) The meaningfulness, validity, reliability and effectiveness of assessment methods are
increased in relation to meeting the individual needs of learners when a combination of
assessment methods is used. For instance, student surveys are informative in nature but test
results of students are more meaningful. Therefore, when both these methods of assessment are
used, the individual needs of students can be addressed adequately.
For Internally set and marked assessment in sports education and development,
moderation is used to ensure common standards. Moderation helps teacher to apply the
assessment criteria to mark the work of the students. Before marking of the assessment, an
internal meeting is held where the marking criteria of the assessment are standardized by the
principal examiner in collaboration with the principal examiners. With the help of internally set
and marked assessment, individual needs like appropriate level and content of students can be

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assessed. Biases and discrimination in the marking scheme can be avoided by obtaining a
standardized approach and thus the individual needs of students can be assessed. The internally
set and market assignment also has more similarities with the subject matters that are taught in
the class and thus students can answer the questions of this assignment more accurately. The
specific needs of students were addressed by the internally set and marked assessment.
Assessment types for internally set and marked assessment can be written examination, test or
assignment. For this assessment activity, the needs of the individual students are met because
the internally set and marked assessments makes use of qualified examiners. These examiners
are familiar about the strengths and weakness of the individual students. The internally set and
market assessments in sports education and development focuses to minimize the weakness of
individual students while optimizing on their strengths. The principal examiner selects a set of
scripts and the examiners who mark the students have to mark these scripts first to prove their
ability that they can accurately mark a student’s work. Thus the assessment evidence is valid,
reliable, authentic and current (Kirk 2013).
Opportunities for check-and –correct method in sports education and development enable
students to develop a new construct and then check and correct it. Students learn when their
brain cells are interconnected. The construct is the cluster of brain cells. In sports education and
development, students can develop a mind-map by the check and correct method. The check-and
correct methods provides opportunities for additional observation, reflects specific needs of
students and thus meets the individual needs of students (Holt 2016). Assessment types for
check-and-correct method in sports education and development can be Multiple Choice
Questions. The assessment evidence is valid, reliable, and authentic and correct because the
check-and-correct method adopts appropriate timing and context.

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Alternative Technologies like standardized, example, between learners, across
organizations, locally and nationally assess the individual needs of students and the skills,
knowledge of students can be judged against a set of standardized criteria. Students get
opportunities to practice assessment and alternative methods like assignments provided
opportunities for re-testing and re-submission. Standardized methods also help to reduce biases
and thus the assessment evidence becomes more reliable and authentic. Assessment type like e-
assessment adopts the standardized approach in sports education and development.

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References
Camerino, O., Castañer, M. and Anguera, T.M. eds., 2014. Mixed Methods Research in the
Movement Sciences: Case studies in sport, physical education and dance (Vol. 5). Routledge.
Education, C., 2014. Sports. Science and Technology, 1.
Holt, N.L. ed., 2016. Positive youth development through sport. Routledge.
Kirk, D., 2013. Educational value and models-based practice in physical education. Educational
Philosophy and Theory, 45(9), pp.973-986.
Metzler, M., 2017. Instructional models in physical education. Taylor & Francis.
Winnick, J. and Porretta, D. eds., 2016. Adapted Physical Education and Sport, 6E. Human
Kinetics.