In place of a practical exam groups of 4 students record 4 x 7 min video tasks (each student takes the lead role in one task but shares responsibility across all tasks). Filming the video is less stressful than a prac exam, encourages repeated practice and peer assisted learning. Moderation with fewer examiners achieves more consistent marking/feedback. Problems had been that a practical exam
- put students in an abnormally high pressure situation with strict time limits,
- only assessed 1 task though competency requires at least 4,
- a large number of examiners were concurrently needed for practical exams and it is difficult to ensure consistent marking between examiners.
Preparation
Lectures followed by practical classes teach students the clinical tasks e.g. how to train use of crutches, wheelchairs and wheeled walkers. A wiki is used for students to self-allocate time for their groups of 4 students to record their video assignments. Each student plays the therapist role for 1 x 7 min task. Screen capture instructions provided to students to assist with video file upload via My Media/Kaltura and linking the file to the course.
Marking
A small group of examiners meet to watch a few assignment tasks together and discuss their application of the rubric. Each examiner marks ~ 10 assignments, then they meet again to moderate and resolve any uncertainties about thresholds for grades and pass/fail performance. Once skilled at marking assignments can often be viewed at 1.5x playback speed. After completing the marking examiners need to meet for moderation again.
Student feedback
Video format enables written feedback that can be compared with the video (in contrast with practical exams). Where students request to meet with the course coordinator it is possible to view exactly what they did in the video.
Details
- CLASS SIZE
- 100-500
- CLASS LEVEL
- Second year
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- CONDITIONS
- Identity verified, Group
- FEATURES
- Authentic, Online, Problem based
- TAGS
- video, collaborative learning, feedback-rich, research skills, peer-led learning, simulation/role play
Advantages
Increased student practice and peer-assisted learning. Students have a record of their tasks for future revision. Student and examiner performance are accountable.
Challenges
Tips for implementation
Provide clear demonstrations of what the students need to do in their video assignments and workshop key aspects of excellent versus ineffective/unsafe behaviours.
Dr Andrew Claus
a.claus1@uq.edu.au
From 2004-2019 Andrew's PhD and postgraduate supervision focussed on how the brain controls posture and movement. This has included studies of sitting, standing, stepping, squatting, pushing and postural control with low back pain and with adolescent idiopathic scoliosis. Extending understanding of postural control continues with colleagues at QUT Biomechanics and Spine Research Group (Prof Peter Pivonka, Maree Izatt and Assoc Prof Paige Little), the UQ Schools of ITEE (Dr Pauline Pounds) and SBMS Motor Control and Pain laboratory (Assoc Prof Kylie Tucker), and with Curtin University / UWA Raine cohort study (Prof Leon Straker).
From 2020 Andrew has had an Honorary role with UQ and is leading research development at the Tess Cramond Pain and Research Centre (STARS Hospital). This appointment includes a pain focused topics including pain education, opioid management, quantitative sensory testing and medical procedures. Find out more