A Practical Guide to Implementing Peer Assessment in Athletic Training Educdtion

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jolene M. Henning, Associate Professor and ATEP Director (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: STUDENTS appear to learn at a deeper level when they teach their peers,1,2 and they have a higher level of self-awareness of their own skill levels when they evaluate their peers.3 Peer assessment has been suggested by athletic training educators as an effective tool for enhancing students' comprehension and performance of clinical psychomotor skills.2,4 Peer assessment is defined as students evaluating the products or outcomes of learning,1 In athletic training, this type of formative assessment could be a critical link in the learning over time (LOT) process, The purpose of this report is to explore the manner in which peer assessment can be implemented as a component of learning over time and to provide athletic rraining educators with practical approaches to planning and implementing peer assessment of psychomotor skills,

Additional Information

Athletic Therapy Today, 13 (3), 29-32.
Language: English
Date: 2008
Students, Teaching, Peer education, Athletic training, Assessment

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