A diagnostic assessment was designed for a unit over Health-Related Fitness and Fitness for Athletic Performance.  The main ideas of the unit are training principles, training methods, and components and principles of a fitness plan.  The diagnostic assessment was created with Kahoot! and can be found here: Diagnostic Assessment.

After the diagnostic assessment is given, I will analyze the students’ scores and split them into three groups based on their knowledge of the content:

Group 1: the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
Group 2: the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
Group 3: the 5 students who appear to have limited knowledge about the topic


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Group 1: App Discovery

The five students in the first group (the high performers) will use a mobile device to discover apps that help individuals build fitness plans.  Because their knowledge in the content area is high enough, they do not need to sit through the monotony of learning what a training method or training principle is.  However, they will get a good amount of review and refreshers through the app discovery activity.  Students will be challenged to download at least five apps that allow for customization of training plans, try them out, and note the pros and cons for each.  Their lists will be compiled and shared with the other two groups of students when they reach the same level of understanding of the content.  So, while these students are discovering these new apps for themselves, they are also providing a framework for the rest of the class when they reach this activity.

In order to gauge the students’ continued growth as we progress through the unit, they will be formatively assessed on how well they evaluated the apps chosen and will also be formatively assessed on their ability to transfer what they discovered about each app to their peers in class.  Usage of correct terminology and accurate explanations of different facets of a training program is essential.  A presentation to the class will be required of these students to assess their understanding accurately.


Group 2: Act it Out

The twelve students in Group 2 will actually get active and show what they know about training methods.  Students will pair up and select one training method from the list below, with no two groups selecting the same training method:

Circuit Training
Continuous Training
Cross Training
Fartlek Training
Interval Training
Weight Training

This way, each of the six primary training methods will be presented to the class.  Students in this group will be responsible for creating a two minute video that describes the training method and shows examples of each student performing the training method in the video.  The video must include the usage of correct terminology and an understanding of the assigned training method.  In addition to the video, students are to provide 3-4 quiz questions regarding their training method to be added to a Kahoot! quiz that will be compiled with the other groups’ questions and played at the end of group presentations.  Each student’s individual score on the Kahoot! will be a good formative assessment to see which students retained information on training methods and which ones need some time to follow up.  Additionally, formative assessment on each video is necessary to ensure that students are learning the content correctly.


Group 3: Posterize It!

Students in the low performing group will work as one group of five to create a poster with the assistance of the teacher or a teaching assistant that describes the main ideas of training principles.  Since there are only three (arguably four) primary training principles, this will be less of a load for these students who are still trying to learn about fitness and the components included.  Students will first research training principles, then organize their ideas in order to create and present the poster to the class, with each of them having a speaking role in the presentation.  Each student will be formally assessed on how well they understand what they are presenting.  After the presentation, the teacher will have a short discussion with the group – asking a few clarifying questions to see what needs to be reiterated in later class meetings.


Formatively assessing the students in this format ensures that the majority of the content to be taught in the unit has been reviewed.  A link to the Mindmap shown above can be found by clicking this link.

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