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 |
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Article number | 100257 |
Number of pages | 12 |
Journal | Journal of Hospitality, Leisure, Sport & Tourism Education |
Volume | 27 |
Early online date | 21 May 2020 |
DOIs | |
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