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

Research output: Contribution to journalArticle

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 languageEnglish
Article number100257
Number of pages12
JournalJournal of Hospitality, Leisure, Sport & Tourism Education
Volume27
Early online date21 May 2020
DOIs
Publication statusE-pub ahead of print - 21 May 2020

Keywords

  • Formative assessment
  • Feedback
  • University transition

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