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The formative and summative assessment methods I used for this unit identified students ability to recognize and correct movement errors, rather than a physical task. The purpose of assessment was for students to demonstrate their understanding of skipping mechanics. Through identifying errors and then providing corrective feedback, students are able to demonstrate the connectivity of body and movement. This is a hard concept to accomplish individually and in real time which is why I integrated technology to afford students flexible time and assistive tools (Timmins et. al., 2016). The formative assessment is purposeful to the overall assessment goal and summative assessment (Timmins et. al., 2016). The frequency of formative assessment allowed me to identifying any areas of reteaching necessary (Wilson et. al., 2016). The use of the Coach’s Eye app allows students to represent their knowledge in new ways (Timmins et. al., 2016).

References

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454–476. https://primo.csu.edu.au/permalink/61CSU_INST/cbhpm/wj10.1002%252Fberj.3215

Wilson, D., Alaniz, K., & Sikora, J., (2016). Digital media in today’s classrooms: The potential for meaningful teaching, learning, and assessment. Chapter 8. Rowman & Littlefield. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=4747221&ppg=114