ABSTRACT
In softball, while swinging the bat student hear the crack and see the ball zooming away or student hear the smack of the catcher’s mitt. Each of these is an example of immediate feedback that informs the athletes and allows them to improve on the next turn. Students, not teachers, are the ones who are the protagonists in the learning process. One of the glaring missing elements in the typical classroom learning cycle is the “formative assessment” process that happens naturally on the athletic field. True formative assessment engages students and puts them in charge of their own learning, much as a bowler is in charge of how he or she bowls. To help students become flexible and resilient in receiving feedback, they must receive constant sources of feedback. The other feedback that students desperately need comes from formative assessments aligned to the learning standards.
