Implementing Music as a Formative Assessment Strategy to Improve Student Cognition

Abstract

This article provides teaching strategies for implementing music and/or poetry in a health classroom as a formative assessment to improve and evaluate student learning.

Additional information

Notes on contributors

Judy Beard

Judy Beard ([email protected]) is an assistant professor and Mark Perez is an associate professor in Physical Education, School Health and Movement Studies at Central Washington University, Ellensburg, WA.

Mark Perez

Judy Beard ([email protected]) is an assistant professor and Mark Perez is an associate professor in Physical Education, School Health and Movement Studies at Central Washington University, Ellensburg, WA.