Handball Learning Assessment: A 10-Step Framework

Step 1: Identifying Learning Gaps and Initial Decisions

During the Handball Unit (UD), the teacher notices that a group of students have failed to achieve the initial objectives. To reinforce their learning, the teacher decides to implement more specific alternative activities. This also serves to evaluate the evolution of these students.

Step 2: Defining Key Assessment Data

The teacher considers it necessary to collect information on technical and tactical aspects of handball, as well as behaviors established between peers. This includes assessing if a student can dribble with one hand, perform a suspension shot, identify common mistakes, or show consideration for teammates. This collection will serve to inform about the students' evolution.

Step 3: Analyzing Existing Observations

Throughout the Handball Unit, the teacher has observed that students who control the technical aspects often struggle with tactical content. Regarding attitude, a lack of engagement has been noted in some students.

Step 4: Planning Data Collection Methods

At the end of the fourth session of the Handball Unit, the teacher informs students that they will be evaluated in the next session. This evaluation will consist of a written test to assess conceptual understanding and a practical test (a 5x5 match) to assess procedural skills. Attitude will be evaluated throughout all sessions.

Step 5: Selecting Assessment Instruments

The teacher will assess students using a checklist.

Step 6: Gathering Required Information

The written examination is administered to assess whether students have internalized the conceptual content.

Step 7: Recording and Analyzing Information

Criteria for evaluating procedural skills in a collective game include:

• Does the teammate with the ball offer support? (Yes/No/Average)
• Does the player quickly recover their defensive position? (Yes/No/Average)

Step 8: Making Judgments

From the observations and test information, it has been found that four students demonstrate levels of skill and conceptual understanding above the class average.

Step 9: Making Decisions

This higher level of conceptual understanding is leveraged to introduce a microteaching style within the Handball Unit. The teacher quickly explains exercises familiar to the students due to their proximity to the sport. These advanced students then take charge of their groups to explain the objectives and tasks to be performed.

Step 10: Communicating Results and Roles

During the development of the Handball Unit, and after observing the qualities of the student body, the decision was made to implement microteaching. The students were informed of their role during this stage of the Unit: acting as the central core and base for their peers.