Skill Assessment as a Learning Objective in Higher Education and the Influence of Gender Perceptions
Abstract
Technically-based teaching approaches assist in undergraduate students' cognitive development in motor skill assessment. Videos which repeatedly, at various speeds and angles demonstrate the skill being taught permit the teacher to categorize skill specific components of performance. The purpose of this study was to test the effectiveness of using videos as an observational learning tool to teach undergraduates to accurately assess components of the skills they were learning to perform. Results showed significant improvement in the majority of the student-guided components of assessment and when assessing a female performer, yet not when students assessed a male performer. Teachers' awareness of gender perceptions can be beneficial in attempting to reduce stereotyping. Teachers in higher education are encouraged to include skill assessment as a learning objective in addition to performance of the skill/s their students are meant to learn. Skill assessment can also be applied to cognitive and affective domains of learning.
Location
Room 2908
Recommended Citation
Androzzi, Jared, "Skill Assessment as a Learning Objective in Higher Education and the Influence of Gender Perceptions " (2009). SoTL Commons Conference. 113.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/113
Skill Assessment as a Learning Objective in Higher Education and the Influence of Gender Perceptions
Room 2908
Technically-based teaching approaches assist in undergraduate students' cognitive development in motor skill assessment. Videos which repeatedly, at various speeds and angles demonstrate the skill being taught permit the teacher to categorize skill specific components of performance. The purpose of this study was to test the effectiveness of using videos as an observational learning tool to teach undergraduates to accurately assess components of the skills they were learning to perform. Results showed significant improvement in the majority of the student-guided components of assessment and when assessing a female performer, yet not when students assessed a male performer. Teachers' awareness of gender perceptions can be beneficial in attempting to reduce stereotyping. Teachers in higher education are encouraged to include skill assessment as a learning objective in addition to performance of the skill/s their students are meant to learn. Skill assessment can also be applied to cognitive and affective domains of learning.
