Presentation Description
Jessica Bellamy1
Rachel Ward and Brooke Russell
1 University of Wollongong
Rachel Ward and Brooke Russell
1 University of Wollongong
Background:
To be a successful Exercise Scientist and Exercise Physiologist, one must not only have an understanding of the evidence-based prescriptive guidelines, but also the ability to effectively communicate with patients, health professionals and colleagues. Providing students with the opportunity to gain individualised feedback on their communication skills can be difficult, particularly given increasing cohort sizes. Additionally, engaging in reflective practice is a key professional standard all allied health practitioners should be engaged in. The increased capability of the online peer assessment platforms, such as the Moodle Workshop tool, allowed us to reconceptualise our communication assessment options (Cox et.al., 2012).
To be a successful Exercise Scientist and Exercise Physiologist, one must not only have an understanding of the evidence-based prescriptive guidelines, but also the ability to effectively communicate with patients, health professionals and colleagues. Providing students with the opportunity to gain individualised feedback on their communication skills can be difficult, particularly given increasing cohort sizes. Additionally, engaging in reflective practice is a key professional standard all allied health practitioners should be engaged in. The increased capability of the online peer assessment platforms, such as the Moodle Workshop tool, allowed us to reconceptualise our communication assessment options (Cox et.al., 2012).
Summary of work:
We utilised the Moodle Workshop Tool for two 2nd year Exercise Science/Exercise Physiology subjects, 1) movement instruction, and 2) initial consult/interview. Following Hughes et.al., (2007) learning model, students were introduced to their respective concepts and theories through a series of short online modules. Students were required to submit a short 3-min video demonstrating their ability to either prescribe an exercise or complete an initial consult/interview (dependent on subject enrolment). The Moodle Workshop Tool allowed for calibration of student marking before commencing the peer evaluation phase. Students were required to assess two randomly allocated peer submissions, using the same rubric utilised in the calibration phase.
We utilised the Moodle Workshop Tool for two 2nd year Exercise Science/Exercise Physiology subjects, 1) movement instruction, and 2) initial consult/interview. Following Hughes et.al., (2007) learning model, students were introduced to their respective concepts and theories through a series of short online modules. Students were required to submit a short 3-min video demonstrating their ability to either prescribe an exercise or complete an initial consult/interview (dependent on subject enrolment). The Moodle Workshop Tool allowed for calibration of student marking before commencing the peer evaluation phase. Students were required to assess two randomly allocated peer submissions, using the same rubric utilised in the calibration phase.
Results/Discussion/Conclusion:
Peer assessment assisted students to reflect on both their theoretical understanding and implementation of key communication techniques. The use of the calibration phase, coupled with multiple peer assessments, not only increased individualised student feedback provided in a timely manner, but allowed stronger reflective practices. This assessment task encapsulates the process of concept introduction, practice, feedback, reflection and adjustment before trying again.
Peer assessment assisted students to reflect on both their theoretical understanding and implementation of key communication techniques. The use of the calibration phase, coupled with multiple peer assessments, not only increased individualised student feedback provided in a timely manner, but allowed stronger reflective practices. This assessment task encapsulates the process of concept introduction, practice, feedback, reflection and adjustment before trying again.
Take home messages:
- The Moodle Workshop Tool facilitates practice, feedback and reflection (key professional standards for Exercise Physiologists)
- This assessment modality reduces marking burden whilst providing an authentic assessment environment
References (maximum three)
- Cox, J.M., Posada, J.P., & Waldron, R. (2012). Moodle Workshop activities support peer review in Year 1 Science: present and future. In Australasian Society for Computers in Learning in Tertiary Education Conference (ASCiLiTE).
- Hughes, G., (2007). Using blended learning to increase learner support and improve retention. Teaching in higher education, 12(3), pp.349-363.