Sports Coaching requires a high degree of reflective practice in order for students to improve their skills. This presentation describes a methodology to assess student ability to coach another individual. It incorporates video production and submission, session planning, risk assessment, self assessment and reflection on assessment performance.

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La Trobe University CRICOS Provider Code Number 00115M
Embedding Self assessment and
Feedback into Reflective Portfolios
Terry Young – Senior Educational Designer
Kate Perry – Lecturer/Sport and Exercise Science
20/11/19

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 A novel solution using student generated video assessment
 Facilitate student self-assessment
 Collect comprehensive student feedback on the assessment activity.
This presentation

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 Exercise Science Program
 Skills Competency Test
 Students must demonstrate competence in the demonstration
and coaching of a compound functional exercise (bench press,
squat or deadlift)
 30% Weighting
 30-minutes (15-minutes of direct assessment per student)
The assessment activity

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 110 students
 This equates to minimum 55 hours of face to face assessment
 Including organisation, setup and changeover = over 2 weeks of f2f assessment
 This would be difficult to organise for one assessor
The challenge

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 An alternative solution was designed with the use of video submission and assessment
conducted online using PebblePad software
The solution
+

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Presentation
The students were asked to record
their coaching performance using
video

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Risk Assessment
& Session Plan

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Self Assessment
“This is where you get the chance to
reflect on your work and grade
yourself in how you think you went
completing the task.”
Students are encouraged to review
and modify their work before the due
date.

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Reflection
Students reflect on personal performance
using a Likert scale

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 Overall satisfaction with work submitted
Are you happy with the level of work submitted, given the weighting of the task and the level
of work expected as a third year?
 Comments - positives & negatives
Please enter a short comment on the one aspect of the assignment you enjoyed the most,
and one aspect which you enjoyed the least. This can be task oriented, or process oriented
(i.e. the actual task of instructing in a role-play environment, or submission oriented -
recording and uploading).
 General comments
Here is where you can enter any general comments you have regarding additional information
on your self-assessment (more context for the rubric).
Seek student feedback

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 "Self-assessment is defined as ‘the involvement of learners in making
judgements about their achievements and the outcomes of their learning’
(Boud and Falchikov (1989; p529)
and ‘identifying standards and/or criteria to apply to their work and making
judgements about the extent to which they have met these criteria and
standards’ Boud(1995; p4)."
Self Assessment

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Resultant Data – 94% response

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 Comments - positives & negatives
Please enter a short comment on the one aspect of the assignment you enjoyed the most,
and one aspect which you enjoyed the least.
 Positive – “This assignment made me really focus on the cues that I provide to clients when
they are performing a deadlift, particularly when it is with someone I have previously worked
with. It gave me a chance to watch it back and see if I think the cues given would be effective
if they were given to me. This form is also a big positive, its great to be able to give our
submission some context.”
 Negatives - ”I don't think a role play environment can accurately identify someone’s
capabilities of instructing. It is not a natural or realistic setting and places an external
pressure that would not be normally present. I understand that this provides opportunity to
get it right and submit a great video, but again, it's not realistic and re-takes don't happen
when coaching.”
Qualitative feedback (100+ responses)

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This methodology
 Guides the student to engage with the marking criteria
 Facilitates personal reflection on learning achieved in the activity
 Informs the academic of the level of student engagement
 Provides student feedback on how to improve the assessment task
 Facilitates a high response rate
 Provides student feedback that is not anonymous
Results

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 Provide more instructions about video production/guidelines/tips
 Discuss/explain the marking criteria in order for the students to engage better with self
assessment
 Consider incorporating the opportunity for students to specify what type of feedback they
would like to receive
Future Recommendations

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Self Assessment
“Self-assessment not only provided the students with a unique opportunity in which they
could reflect on their own work, but also enabled conversation with regards to further
feedback on the assignment.
It gave me an idea of how much time and effort they perceived they had put into the task, and
what they thought it was worth.
This is something that I think is most valuable to both student and Tutor.”
Kate Perry – Lecturer/Sport and Exercise Science
Academic Feedback

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Student feedback
“Student feedback is so important. Without knowing what the student is thinking or feeling
about an Assessment and its delivery, it makes it near impossible to accurately reflect on
your own practices.
Whilst we have SFS for the subjects, the uniqueness of building in Student Feedback into the
Assignment is that not only is the student reflecting on the task in the moment, but the data
collected is rich with information on ways in which the task could be improved, what was
good about it, and how did the students feel about it with reference to the applied nature of
the task and relevance within the industry.
At the time, I didn’t realise the potential of such a simple inclusion, to pave the way for
assessments moving forward.”
Kate Perry – Lecturer/Sport and Exercise Science
Academic Feedback

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 Student self assessment/evaluation/feedback can be an effective mechanism to facilitate
reflection on learning
 We now have a method to collate and collect qualitative and quantitative data within an
assessment
 Academics have found it very useful to improve teaching
 Research opportunities
Summary

19. Are you
interested?
Image by Free-Photos from Pixabay

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