Page 24 - Striving for Tesla_Neat

TABLE 3: TASK 3 - WIKI (FORMATIVE ASSESSMENT)

Assessment Task 3: WIKI (Formative assessment)

Outcome Assessment Feedback 21 century Type of Bloom’s Tool Theoretical justification /
st
technique / skill learning Taxonomy online assessment principle
Purpose
3.Training methods, frequency, exercise Formative Peer Research skills Socio- Understand WIKI Reflection
intensity, order of exercises, resistance assessment feedback Critical thinking constructivist Analyse Monitor and remediate
intensity, weight and volume are and analysis approach Evaluate Readymade Tools
defined, applying current scientific Creativity Technology-enabled
principles to the development of Communication authentic learning
resistance training programmes. Enhanced collaboration
(Application) Online
4.Training methods, frequency, exercise discussion forum
intensity, order of exercises, resistance
intensity, weight and volume are
defined, applying current scientific
principles to the development of
resistance training programmes.
(Application)
Task 3: Basic description (Task 3: Instructions)
Students to be divided into groups of 4. Each group to search exercise programmes with a specific “theme”. (Example: Beginner general strength programmes, Circuit
conditioning programmes, Super Circuit conditioning programmes, Advanced Hypertrophy programmes, HITT Workout programmes, Interval programmes).

Phase 1: Students groups to search and find good quality online resources of resistance training programmes for the allocated “themes”.
Groups contribute to the WIKI (content curation) uploading URLs, YouTube clips etc under each specific heading in the WIKI.
Phase 2: Groups to develop criteria how to evaluate strength training programmes. Student decides how to present these criteria (rubrics, checklist etc) to other groups.
Criteria to be shared in the WIKI.
Phase 3: Groups analysed various programmes using student generated criteria and provide constructive feedback. A basic example exemplar to be provided by instructor.
Analysis of strength programmes and findings are posted on an online forum. Students to read peer’s forums and to comment on their findings and reply to groups
comments.
Phase 4: Students to reflect on the task in their forum discussion.

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