As an exemplary coach, your methodologies in the classroom and on the field have become a stellar example of a constructivist-based teaching and learning environment.
With a rather conservative-to-moderate view of constructivism, you provide your athletes with learning experiences in which they construct their understanding of particular topics through planned group activities, and build skills through observation and practice. Generally speaking, your coaching strategies reflect both a social and cognitive perspective of constructivism.
In conjunction with your improved and innovative approach to coaching, you do not assess your students’ learning via traditional, one-dimensional tests. Rather, you assess your students’ learning through various types of authentic assessments.
Your task for the Module 4 Case is to prepare a 3-page research-based and professional practice-based rationale that supports the use of authentic types of assessments.
Please be sure to answer the following questions in your discussion:
- What is “authentic assessment”?
- What are specific examples of authentic assessment in the classroom and on the practice field?
- How is authentic assessment different from traditional assessment measures?
- What are the benefits/advantages of authentic assessments over traditional assessment measures?
Below are some examples of authentic assessment:
Classroom: student-centered and teacher-centered scenarios, as well as self-assessment, surveys, and portfolios.
On the Field: player-centered and coach-centered, as well as real-life scrimmages, drills, self-videos, biometrics, and interventions.
Gutiérrez, Ó. & Ruiz, J. L. (2013). Data envelopment analysis and cross-efficiency evaluation in the management of sports teams: The assessment of game performance of players in the Spanish handball league. Journal of Sport Management, 27 (3). 217-229.
Jian, Z. (2014). Application of basketball technical index comprehensive evaluation in performance prediction based on grey system theory. Journal of Chemical & Pharmaceutical Research, 6(1), p67-72.
Karreman, W. G. (2010). Social psychology of athletic teams: Understanding the relationships between cohesion, leadership, satisfaction and team performance. University of Regina (Canada). UMI Dissertations Publishing. Retrieved from ProQuest.
Knobler, M. (2006). Putting values on right coach: Teaching sports, morality: As seen in the Duke lacrosse scandal. The Atlanta Journal – Constitution. April. Retrieved from ProQuest.
Liang, W. (2014). Physical education quality multilevel fuzzy evaluation model research based on PCA. Journal of Chemical & Pharmaceutical Research, 6(1), 218-225.
Noble, Z. A. (2011). The purpose and value of assessment in adolescent athletics. The Chicago School of Professional Psychology. UMI Dissertations Publishing. Retrieved from ProQuest.
Romer, T. (2003). Learning and assessment in postmodern education. Educational Theory, 53(3), 313-328. ** Available in the Presentations section.
Xu, Q., Heller, K., Hsu, L., & Aryal, B. (2013). Authentic assessment of students’ problem solving.AIP Conference Proceedings, 1513(1), 434-437. DOI: 10.1063/1.4789745.
National Academy of Sports Medicine. (2014, July 17). Sports performance testing and evaluation: The whole team approach. Retrieved from: http://blog.nasm.org/sports-performance/sports-per…
Grasso, B. (n.d.). Sport learning: Coaching styles and methods. Retrieved August 19, 2014 from http://www.brianmac.co.uk/articles/article003.htm
Memletics Learning Styles Questionnaire (n.d.). Retrieved August 18, 2014 from
Mayfonk Athletic’s New VERT Performance Measuring Device (2012). Retrieved August 19, 2014 from ProQuest.
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