Authentic assessment: Use of video feedback to promote critical thinking and performance
Department
Occupational Science and Occupational Therapy
Recommended Citation
O'Brien, Shirley P.; Skubik-Peplaski, Camille; and Custer, Melba G., "Authentic assessment: Use of video feedback to promote critical thinking and performance" (2017). University Presentation Showcase Event. 9.
https://encompass.eku.edu/swps/2017/faculty/9
Abstract
Occupational therapy educators strive to promote learner-centered, active learning opportunities reinforcing discipline specific content structured by sound pedagogy. Use of high impact teaching practices, fostering critical thinking, ala Paul & Elder (2008) reinforces self-motivation for learning. Teaching a student to think critically about their performance helps us to produce effective practitioners who can respond to the challenges of a dynamic healthcare environment.
Authentic assessment procedures reinforce student learning in context (Mueller, 2014). Authentic assessment requires meaningful, real-life application of disciplinary concepts. Through performance, students demonstrate application of content in action. If students are not internalizing performance, they may be practicing poorly developed interaction and/or psychomotor skills. This session evaluates the use of video feedback as a teaching strategy for performance in a therapeutic setting of 28 students in a professional program. Affective & psychomotor skill development is highlighted. Interventions were performed in community agencies, utilizing high impact learning strategies. Students engaged with clients, reinforcing & applying content knowledge. Sessions were videotaped with the purpose of providing students with concrete feedback about performance. Students & instructors independently & collaboratively watched the videos, critiquing performance. Videos were coded using select critical thinking intellectual standards of Paul & Elder (2008).
Students were able to observe performance skills, confront their performance &correct performance errors through the use of authentic assessment. Through the use of video feedback, students were provided with factual evidence to engage in self-directed learning in preparation for occupational therapy practice.
Presentation format
Poster
Poster Number
142
Authentic assessment: Use of video feedback to promote critical thinking and performance
Occupational therapy educators strive to promote learner-centered, active learning opportunities reinforcing discipline specific content structured by sound pedagogy. Use of high impact teaching practices, fostering critical thinking, ala Paul & Elder (2008) reinforces self-motivation for learning. Teaching a student to think critically about their performance helps us to produce effective practitioners who can respond to the challenges of a dynamic healthcare environment.
Authentic assessment procedures reinforce student learning in context (Mueller, 2014). Authentic assessment requires meaningful, real-life application of disciplinary concepts. Through performance, students demonstrate application of content in action. If students are not internalizing performance, they may be practicing poorly developed interaction and/or psychomotor skills. This session evaluates the use of video feedback as a teaching strategy for performance in a therapeutic setting of 28 students in a professional program. Affective & psychomotor skill development is highlighted. Interventions were performed in community agencies, utilizing high impact learning strategies. Students engaged with clients, reinforcing & applying content knowledge. Sessions were videotaped with the purpose of providing students with concrete feedback about performance. Students & instructors independently & collaboratively watched the videos, critiquing performance. Videos were coded using select critical thinking intellectual standards of Paul & Elder (2008).
Students were able to observe performance skills, confront their performance &correct performance errors through the use of authentic assessment. Through the use of video feedback, students were provided with factual evidence to engage in self-directed learning in preparation for occupational therapy practice.
