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TABLE 5: TASK 5 - ASSIGNMENT (SUMMATIVE ASSESSMENT)

                                                               Assessment Task 5: Summative assessment

                     Outcome                  Assessment     Feedback       21  century      Type of       Bloom’s         Tool         Theoretical justification /
                                                                              st
                                              technique /                      skill         learning     Taxonomy                     online assessment principle
                                                Purpose
       LO: Identify the key aspects underlying an  Summative   Instructor   Critical thinking  Constructivist  Create   Online forum   Reflection
       effective resistance training program,   assessment  voice         Technology      approach                                    High-quality feedback
       applying these factors to construct                 recorded       literacy        PBL                                         Readymade tools
       scientifically sound training programmes.           feedback       Initiative                                                  Variety of online assessment
                                                                          Creativity                                                  tools and techniques
                                                                                                                       Students to    Technology enabled authentic
                                                                                                                       select a tool   learning
                                                                                                                       for presenting
                                                                                                                       evidence









       Task 5: Basic description
       Instructor generates 4 different case studies for resistance training programmes, using some of the data from student generated case studies. Students design resistance
       programmes. Instructor to provide examples of a basic format / links of resistance program.
       Phase 1: Students to design 4 different strength programmes, incorporating data and information of the instructor designed case studies. Students to present evidence of
       their resistance training programmes using any digital tool or media of their choice. Instructor provide a rubric from the various criteria generated by students in the
       previous Task 3 and 4, guiding the design of the strength training programmes
       Instructor provide individual feedback using audio tool or screen cast tool (Example: Screencast tool with feedback)
       Phase 2: Students to reflect on the task and provide suggestions for future improvements.
       Reasons for this activity:
          1.  The goal of this summative assessment is to evaluate student learning at the end of a unit, in the case, designing resistance training programmes.
          2.  This type of assessment will measure a student’s achievement.
          3.  The previous formative assessments scaffolds towards the summative assessment, and summative assessment showcase the student’s mastery of the unit of
              content.



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