The FUSED Health Education Series: Making Learning VISIBLE, Part 2.
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| Title: | The FUSED Health Education Series: Making Learning VISIBLE, Part 2. |
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| Authors: | Ford, Kristen M. (AUTHOR) KMFord@cord.edu, Knutson, Julie M. (AUTHOR), Langlie, Teri (AUTHOR) |
| Source: | JOPERD: The Journal of Physical Education, Recreation & Dance. May/Jun2026, Vol. 97 Issue 5, p64-73. 10p. |
| Subject Terms: | *Behavioral objectives (Education), *School environment, *Philosophy of education, *Rating of students, *Role playing, *Teaching methods, *Educational tests & measurements, *Discussion, *Health education, Evaluation of human services programs |
| Abstract: | This article builds on Part 1 by shifting the focus from instructional strategies to assessment design in health education. While the tools introduced in Part 1 aimed to enhance student engagement, understanding, and retention, this second article emphasizes how those same strategies can support both informal and formal assessment practices. Recognizing that "informal" and "formal" assessment can be interpreted differently, this article presents a new way to imagine some foundational assessment concepts, including key terms, purposes, components, and players. The goal is to support instructional alignment, continuous feedback, and performance-based learning to help health educators make student learning both VISIBLE (V = View in the mirror, I = Input < Output, S = Spaced Studying, I = Intertwine, B = Back Away Slowly, L = Looping for Learning, E = The End) and actionable. An overview of assessment types and approaches is provided, leading to the introduction of a five-point teaching model offered as one example of how to approach planning for and applying assessments within THE FUSED Technique framework. [ABSTRACT FROM AUTHOR] |
| Copyright of JOPERD: The Journal of Physical Education, Recreation & Dance is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article builds on Part 1 by shifting the focus from instructional strategies to assessment design in health education. While the tools introduced in Part 1 aimed to enhance student engagement, understanding, and retention, this second article emphasizes how those same strategies can support both informal and formal assessment practices. Recognizing that "informal" and "formal" assessment can be interpreted differently, this article presents a new way to imagine some foundational assessment concepts, including key terms, purposes, components, and players. The goal is to support instructional alignment, continuous feedback, and performance-based learning to help health educators make student learning both VISIBLE (V = View in the mirror, I = Input < Output, S = Spaced Studying, I = Intertwine, B = Back Away Slowly, L = Looping for Learning, E = The End) and actionable. An overview of assessment types and approaches is provided, leading to the introduction of a five-point teaching model offered as one example of how to approach planning for and applying assessments within THE FUSED Technique framework. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07303084 |
| DOI: | 10.1080/07303084.2026.2626770 |
