A feedforward approach to teaching, learning and assessment in an undergraduate sports science module

Mark Noon; Emma Eyre

doi:10.1016/j.jhlste.2020.100257

A feedforward approach to teaching, learning and assessment in an undergraduate sports science module

Mark Noon, Emma Eyre

School of Life Sciences

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

295 Downloads (Pure)

Abstract

Embedding a formative element into assessment strategies may improve assessment literacy, feedback literacy and aid the transition to university for students with differing entry routes, facilitating improved student learning. A feedforward assessment design was implemented within a level four, first semester, module on a BSc Sport and Exercise Science degree. A mixed method design using a questionnaire and focus groups revealed both BTEC and A level students had positive perceptions of the feedforward assessment on improving academic study skills, setting expectations and easing the transition to university. Prior experiences (assessment type, independence, educator support and feedback preference) differed between BTEC and A Level students which seem to influence their perceptions of the assessment. Based on the findings of this study, a feedforward approach to assessment seems to assist in supporting students in the transition to university.

Original language	English
Article number	100257
Number of pages	12
Journal	Journal of Hospitality, Leisure, Sport & Tourism Education
Volume	27
Early online date	21 May 2020
DOIs	https://doi.org/10.1016/j.jhlste.2020.100257
Publication status	Published - Nov 2020

Bibliographical note

NOTICE: this is the author’s version of a work that was accepted for publication in Journal of Hospitality, Leisure, Sport & Tourism Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Hospitality, Leisure, Sport & Tourism Education, 27, (2020) DOI: 10.1016/j.jhlste.2020.100257

© 2020, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/

Keywords

Formative assessment
Feedback
University transition

Access to Document

10.1016/j.jhlste.2020.100257

Post-PrintAccepted author manuscript, 241 KBLicence: CC BY-NC-ND

Cite this

@article{2fa36582b6cd40c397387261cbe11719,

title = "A feedforward approach to teaching, learning and assessment in an undergraduate sports science module",

abstract = "Embedding a formative element into assessment strategies may improve assessment literacy, feedback literacy and aid the transition to university for students with differing entry routes, facilitating improved student learning. A feedforward assessment design was implemented within a level four, first semester, module on a BSc Sport and Exercise Science degree. A mixed method design using a questionnaire and focus groups revealed both BTEC and A level students had positive perceptions of the feedforward assessment on improving academic study skills, setting expectations and easing the transition to university. Prior experiences (assessment type, independence, educator support and feedback preference) differed between BTEC and A Level students which seem to influence their perceptions of the assessment. Based on the findings of this study, a feedforward approach to assessment seems to assist in supporting students in the transition to university.",

keywords = "Formative assessment, Feedback, University transition",

author = "Mark Noon and Emma Eyre",

note = "NOTICE: this is the author{\textquoteright}s version of a work that was accepted for publication in Journal of Hospitality, Leisure, Sport & Tourism Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Hospitality, Leisure, Sport & Tourism Education, 27, (2020) DOI: 10.1016/j.jhlste.2020.100257 {\textcopyright} 2020, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ ",

year = "2020",

month = nov,

doi = "10.1016/j.jhlste.2020.100257",

language = "English",

volume = "27",

journal = "Journal of Hospitality, Leisure, Sport and Tourism Education",

issn = "1473-8376",

publisher = "Elsevier",

}

TY - JOUR

T1 - A feedforward approach to teaching, learning and assessment in an undergraduate sports science module

AU - Noon, Mark

AU - Eyre, Emma

N1 - NOTICE: this is the author’s version of a work that was accepted for publication in Journal of Hospitality, Leisure, Sport & Tourism Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Hospitality, Leisure, Sport & Tourism Education, 27, (2020) DOI: 10.1016/j.jhlste.2020.100257 © 2020, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/

PY - 2020/11

Y1 - 2020/11

N2 - Embedding a formative element into assessment strategies may improve assessment literacy, feedback literacy and aid the transition to university for students with differing entry routes, facilitating improved student learning. A feedforward assessment design was implemented within a level four, first semester, module on a BSc Sport and Exercise Science degree. A mixed method design using a questionnaire and focus groups revealed both BTEC and A level students had positive perceptions of the feedforward assessment on improving academic study skills, setting expectations and easing the transition to university. Prior experiences (assessment type, independence, educator support and feedback preference) differed between BTEC and A Level students which seem to influence their perceptions of the assessment. Based on the findings of this study, a feedforward approach to assessment seems to assist in supporting students in the transition to university.

AB - Embedding a formative element into assessment strategies may improve assessment literacy, feedback literacy and aid the transition to university for students with differing entry routes, facilitating improved student learning. A feedforward assessment design was implemented within a level four, first semester, module on a BSc Sport and Exercise Science degree. A mixed method design using a questionnaire and focus groups revealed both BTEC and A level students had positive perceptions of the feedforward assessment on improving academic study skills, setting expectations and easing the transition to university. Prior experiences (assessment type, independence, educator support and feedback preference) differed between BTEC and A Level students which seem to influence their perceptions of the assessment. Based on the findings of this study, a feedforward approach to assessment seems to assist in supporting students in the transition to university.

KW - Formative assessment

KW - Feedback

KW - University transition

UR - http://www.scopus.com/inward/record.url?scp=85084844162&partnerID=8YFLogxK

U2 - 10.1016/j.jhlste.2020.100257

DO - 10.1016/j.jhlste.2020.100257

M3 - Article

VL - 27

JO - Journal of Hospitality, Leisure, Sport and Tourism Education

JF - Journal of Hospitality, Leisure, Sport and Tourism Education

SN - 1473-8376

M1 - 100257

ER -

A feedforward approach to teaching, learning and assessment in an undergraduate sports science module

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Cite this