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Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
3. Explain and justify two psychological strategies that your athlete can employ to
effectively handle pressure induced anxiety and improve performance
4. Critically evaluate a contemporary recovery method you would recommend for
your athlete. Provide multiple choices for the athlete
5. Outline the specific nutritional needs of your athlete and describe how an
athlete’s diet differs from the average person’s (provide examples)
Context
Contextual statement:
This compulsory module examines the factors that affect performance. In this module,
students explore the physical and psychological bases of performance. They experience
and critically analyse approaches to training and skill development and investigate the
contributions of psychology, nutrition and recovery strategies to performance.
This module enables students to take action to influence their own performance and
enhance that of others through coaching applications.
Task rationale
Contextual statement:
As students who have an interest of gaining knowledge related to fitness and exercise
science, it is important that to understand the factors relevant to athletes and coaches if
they are to optimize performance. It is important to understand the role of energy
systems, training principles and how to effectively implement them, utilising appropriate
psychological strategies to improve performance and manage anxiety, the importance of
prioritizing appropriate recovery strategies, as well as optimizing nutrition. This task will
deepen students’ knowledge on these areas
Outcomes to be assessed
Outcome Description
H7 explains the relationship between physiology and movement potential
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
13-16 - Very good outline of main energy systems used, extensive and relevant
examples
- Very good description of applying specificity and progressive overload
principles to a training program
- Very good explanation of 1-2 potential psychological strategies used to
handling anxiety and improving performance
- Very good critical evaluation of a chosen recovery method
- Very good examination of an athlete’s specific nutritional needs with
relevant examples
17-20 - Excellent outline of main energy systems used, limited or irrelevant
examples
- Excellent description of applying specificity and progressive overload
principles to a training program
- Excellent explanation of 1-2 potential psychological strategies used to
handling anxiety and improving performance
- Excellent critical evaluation of a chosen recovery method
- Excellent examination of an athlete’s specific nutritional extensive and
relevant examples
Scaffold
Sample Scaffold
To prepare for this assessment students should:
- Engage in class research tasks which explore which energy systems are used in
different sports – students should focus on a sport which interests them
- Research into various psychosocial strategies athlete use to manage anxiety and
improve performance and focus on two which appeal to them
- Explore the core principles of progressive overload and specificity and investigate how
they are applied to training programs to improve performance
- Investigate how an athlete has different nutritional needs to the average person –
focus on what nutritional advice they should adhere to if they want to optimize
performance
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
Allocated tasks should be designed with differentiation in mind. Tasks should allow
learners of different abilities to successfully complete them but allow for deeper or more
basic learning to be achieved for those who are at different ability levels.
Evaluation
Evaluate the importance of assessment and approaches to feedback and assessment design that
will inform your practice in your teaching area. 1500 words
Overview of assessment
Assessment in education is an effective tool which allows for collection,
analysation and interpretation of important information about teaching and learning
which contribute to making decisions aimed at improving student outcomes and
curricular success (Rea-Dickins & Geimanie, 1993). It allows for a clearer picture
on whether learning has been successful as well as providing clarification on what
teachers are expecting of their students. The assessment process involves four
basic elements
One of the primary concerns of education is whether students are able to achieve
the goals outlined by the curricular scope and sequence. These can be
categorised into two broad terms, known in the Australian syllabus as:
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
Carter & Nunan (2001) state that assessment within the classroom can provide
guidance to improve instruction and student learning on a daily basis. Assessment
allows for a more accurate insight into:
Assessment in the classroom can also serve as a useful tool for professional
development if it is being actively managed and monitored by teachers. In
educational systems, teachers are at the forefront of developing and using
assessment. As such, it can be used as an effective tool for reflection on one’s
own teaching practices as it can give a clear insight into what strategies are having
particular success and highlight areas where there is room for improvement
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
level of knowledge and understanding after completing a unit of work. This begs
the question of how much improvement has occurred? Hence, having objectives
which can be measured serve to determine the degree of improvement. In a
classroom context, the main goal of teacher instruction is to facilitate learning
aimed at meeting curricular outcomes and objectives. This places responsibility on
the teacher to a select particular teaching strategies and activities which they
believe will be most effective in achieving the desired outcome to the highest
degree. During the selection process of certain strategies and activities over
another, assessment can be used as a key influencer. Thus, the importance of
assessment is again demonstrated. In this regard, assessment is not only useful
as a post-teaching means of measuring improvement, but an integral component
of the teaching process (Cox & Godfrey, 1997)
Cole and Chan (1987) place emphasis on the high risk of inaccuracy of teachers
and their perceived capacity to make informal judgments about the capabilities of
their students and their achievements. They broadly categorise this type of
educator as a ‘self-reliant assessor’ (pp. 295). They highlight that teachers which
avoid engaging in assessment and related strategies are often doing so on an
unfounded philosophical high-ground or principle. This leads them to believe that
they have the capacity to answer questions on good teaching practices rather than
opting to use the large amount of well-established strategies of summative and
formative assessment which can assist in gathering efficient diagnostic
information.
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
educational outcomes. Students who were in the group in which their teacher
actively engaged in utilising formative and summative assessments as tools for
adjustments to teaching methods saw increased academic performance compared
to the other groups. Cox & Godfrey (1997) also state that the results of their study
indicates that students had a deeper level of understanding of the content they
were learning of the objectives of the course as teachers could better assess their
teaching strategies to ensure they had selected appropriate strategies to achieve
the desired learning outcomes.
Limitations of assessment
However, a limiting factor of assessment is the nature of each assessment is that
some students will always feel uncomfortable with certain types of assessment
tasks and therefore may lead to negative mindsets and results if students do not
believe they are proficient in that particular assessment method. For example,
when designing and assigning assessment tasks, Poon Teng Fatt (2000)
highlights that students who prefer visual styles of learning will fare better in
assessment tasks which involve visual elements such as diagrams and videos
whereas auditory learners may prefer oral examinations, and kinesthetics learners
preferring practical, hands-on based assessments.
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
Conclusion
Intelligent use of assessment is an important tool which can improve and enhance
learning outcomes and educational experience. The outcomes of assessment
should be aligned with educational goals and curricular achievements.
Appropriately identifying necessary assessment required for useful evaluation of
student progression within learning periods is as important as curriculum content
and method of delivery. Employing various types of assessment is encouraged as
it allows for diverse domains of learners and different preferred learning styles to
be tested in a number of ways. Upon conclusion of learning periods and
assessment cycles, results are evaluated, and based on this, changes to curricular
structure, delivery method and content can be more intelligently made to improve
outcomes for future students (Fuentealba, 2011). To conclude, good teaching,
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
good learning and good assessment cannot work without one another. They are
integral to effective teaching methods and improving student outcomes and
achievements. A proficient teacher will intelligently and strategically utilise
methods of assessment to monitor progress and knowledge markers and provide
valuable feedback for students to identify their current levels of ability and highlight
gaps in their knowledge.
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Matthew Munoz – 17822099 PDHPE
References
Boston, C. (2002). The Concept of Formative Assessment. Retrieved from
https://files.eric.ed.gov/fulltext/ED470206.pdf
Carter, R., & Nunan, D. (2001). The Cambridge Guide to Teaching English to
Speakers of Other Languages. Cambridge: Cambridge University Press.
Chan, L., & Coles, P. (1987). Teaching principles and practice. Sydney: Prentice
Hall.
Cox, P., & Godfrey, J. (1997). The importance of assessment procedures to student
learning outcomes in religious education. Australian Journal of Teacher
Education, 22(2). doi: 10.14221/ajte.1997v22n2.5
Rea-Dickins, P., & Geimanie, K. (1993). Evaluation (pp. 72-74). Oxford: Oxford
University Press.
Scaife, J., & Wellington, J. (2010). Varying perspectives and practices in formative
and diagnostic assessment: a case study. Journal of Education for
Teaching, 36(2), 137-151. doi: 10.1080/02607471003651656
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)