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Functioning in an online education model, we find ourselves refocusing on the best way to engage learners in academic content and professional development. For example, physical therapy students have shown difficulty engaging in self-reflection.1 Yet, we know that self-assessment helps practitioners recognize, interpret, and be moved to action.2 Research has suggested that self-assessment is vitally important during the assessing phase of becoming a master adaptive learner.3 It has also been shown to increase students’ understanding and promote the implementation of patient-centered practice.4 We aimed to adapt previous modes of assessment to the online environment. We did this by creating various ways for learners to increase their metacognition of technical and interprofessional skills. Past in-person learning experiences were moved to a video format, and informed self-assessment activities were assigned through self-reflection and peer evaluations.
Las Vegas (Nev.)
UNLV Office of Faculty Affairs
Self-assessment, Peer review, Adaptive learners
Education | Higher Education | Scholarship of Teaching and Learning
Barrett, Tiffany and Nash, Jen, "Informed Self-assessment and Peer Evaluation to Foster the Development of Adaptive Learners in Online Education" (2022). UNLV Best Teaching Practices Expo. 163.
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