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ERIC Number: EJ708245
Record Type: Journal
Publication Date: 2004
Pages: 6
Abstractor: ERIC
Reference Count: 41
ISSN: ISSN-0730-3084
Blending Assessment into Instruction: Practical Applications and Meaningful Results
Wright, Michael T.; van der Mars, Hans
Journal of Physical Education, Recreation & Dance (JOPERD), v75 n9 p29 Nov-Dec 2004
Since engagement in physical activity is now identified as an important outcome for students, teachers need to assess their students in ways that measure that behavior. Assessment serves many purposes in an educational setting. It can provide feedback, drive instructional needs, and evaluate outcomes of both students and programs. If done regularly and performed in an ongoing, in-class fashion, the assessment process can also produce a higher level of appropriate student engagement. However, traditional assessments, such as scores on isolated fitness tests, provide little information on students' actual participation in the process of being physically active. Teachers who use assessment that is woven throughout already existing patterns of high quality instruction will be able to provide meaningful feedback to students, parents, and administrators regarding individual student performances and curricular outcomes. This can be recognized as a critical step toward developing programs that affect students' learning experiences in positive ways and can be regarded as truly legitimate within the total school experience. Physical educators need to develop techniques that will allow them to assess authentically the full range of student engagement and learning during physical education. This article focuses on some procedures that will help them do so.
Journal of Physical Education, Recreation & Dance, American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193, ext. 493 (Toll Free).
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States