Page 18 - Striving for Tesla_Neat

TABLE 1: TASK 1 - FORUM DISCUSSION (DIAGNOSTIC ASSESSMENT)

Suggested Assessments (Diagnostic, Formative and Summative assessments)

Assessment Task 1: Forum discussion (Diagnostic assessment)
st
Outcome Assessment Feedback 21 century Type of Bloom’s Tool Theoretical justification / online
technique / skill learning Taxonomy assessment principle
Purpose
1.The importance of a client's Diagnostic Peer Critical Cognitive Understand Online High-quality, timely feedback
abilities, needs and goals are assessment interactive thinking Collaborative Application discussion forum Online ready-made forum tool
explained, applying these parameters feedback Collaboration & Enhanced Collaboration
to the design of a resistance training Cooperative Monitor and remediate
programme (Application) approach Reflection
Authentic scenarios

Task 1: Basic description (Task 1: Instructions)

Various (3 - 5) case studies with screening and testing data, and specific goals of the case studies will be given to students to critically analyse.
Students list data influencing the type and level of resistance programme to be developed and include reasons why.
Students to suggest specific type of resistance training program, supported by reasons for their suggestions.
Students to include reasons of importance of resistance training programmes for each case study.

Phase 1: Students to first post their own discussion forum of their analysis and suggestions. (Using edublogs as a forum tool)
Phase 2: Students to comment on 4 other students forums.
Phase 3: Students to reply on any comments on their own forum.
Phase 4: Students to write a reflection on what they know and do not know about designing strength training programmes and data.

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