Using Assessment for Learning in Sport Education

Abstract

This article provides practical strategies for performingstudent assessments for learning in the context of sport education. Sport education is the focus because it represents a models-based approach that presents opportunities for a wide variety of assessments.

Notes

Readers are encouraged to send “Advocacy in Action” submissions to column editor K. Andrew R. Richards at [email protected].

The purpose of the Strategies column “Advocacy in Action” is to provide tangible, real-world examples of grassroots and national-level advocacy activities taking place in the fields of physical education, health education and physical activity. Submissions should be written in a conversational, practical tone. Columns should be 1,000–1,300 words, or roughly four typed, double-spaced pages.

Additional information

Notes on contributors

Jenna R. Starck

Jenna R. Starck ([email protected]) is a graduate student in the Department of Kinesiology at the University of Alabama in Tuscaloosa, AL.