In a year length course, say PES Stage 2 English, there might be 8 summative assessment items detailed, assessing the student's ability in one or more of the educational outcomes. There may also be as many as eight formative assignments which help develop understandings but which do not contribute to the in-school assessment. Assess hands-on activities, collaborative group work, and activities pursuing individual differences These very appropriate activities, absolutely necessary in many subjects, are also extremely demanding in requirements of assessment. The type and complexity of the assessment approach will vary with the reason for assessment, previous levels attained by the student and the type of outcome to be assessed. A role in a drama performance or dance, music and physical education would certainly fit this area.
Group work poses a real problem.
The possibility of someone either not contributing effectively puts at risk valid assessments, either for an individual or a group. Sometimes peer assessment is a suitable way to resolve the issue. Teachers make professional judgements all the time. But the key word is 'judgement' - that is to say, the statement or assertion from the teacher is based on a judicious process. A professional judgement is generally regarded as a formal decision involving formal processes, based on agreements and standards and involving discussion with others and reflection on evidence gathered.