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Assessment of student learning has traditionally been assigned a secondary role in the teaching-learning process and has been used mainly for grading purposes (Burke, 1994). However, as most educators are aware, the main purpose of assessment in any school system that centers its attention on the learner is the promotion of learning itself (Landry & Robichaud, 1985). Many educational reform movements in North America point towards meaningful approaches to student learning that reflect more on how students construct their performance (process), rather than on the end result (product). Assessment strategies are needed that reflect these learning processes and don't limit themselves to assessing the end result of performance (Burke, 1994). Hence there seems to be a growing interest and recognition in the use of assessment as an instructional strategy in itself in order to guide teachers and students in the improvement of student learning (Scheimer, 1999; Veal, 1995).
If assessment is to become an integral part of the instructional process, considerations must be taken to ensure it is included in a regular and ongoing fashion. As with yearly, unit and lesson planning, a teacher's assessment practices must also be carefully thought out in order for assessment to have its greatest possible impact on learning. This article will present and discuss certain pedagogical principles, considerations and options aimed at helping teachers reflect, plan and essentially integrate formative assessment in the teaching-learning process in physical education. The content presented is a synthesis of certain theoretical elements related to assessment and their practical application in a real life teaching scenario.
Formative Assessment: A Key Component in the Monitoring of Student Learning
There are three methods of assessment based on two basic concepts:
1) moment of assessment - beginning, middle or end of teaching unit or learning scenario; and
2) intention of assessment - for grading purposes, informing purposes, etc. (Godbout, 1988).
Based on these concepts, the three methods of assessment are pre-assessment (diagnostic), formative and summative (Godbout, 1988). Each method generates information that can be reinvested in the instructional process in order to aid students' learning of a particular task. Formative assessment, however, is the primary source of information in students' learning and development as it is intertwined with the instructional process...