Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency
The aim of this study was to identify whether Level 5 Sport students find a rubric and self-assessment helpful in providing feedforward on a lab report, and if the rubric improved performance and marking efficiency. A questionnaire was administered to 58 students in order to identify perceptions. M...
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Association for Learning Development in Higher Education (ALDinHE)
2020
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oai:doaj.org-article:5614aa5767ff4c9bbde309db9376cbea2021-11-29T14:02:19ZUse of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency10.47408/jldhe.vi18.5571759-667Xhttps://doaj.org/article/5614aa5767ff4c9bbde309db9376cbea2020-09-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/557https://doaj.org/toc/1759-667X The aim of this study was to identify whether Level 5 Sport students find a rubric and self-assessment helpful in providing feedforward on a lab report, and if the rubric improved performance and marking efficiency. A questionnaire was administered to 58 students in order to identify perceptions. Marking time, report grades and classification were compared with the previous year. A significant improvement in the report mark of 7% (ρ=0.029) from the previous year and an increase in the number of passes in the higher classifications, along with a 25-minute decrease in the mean marking time, were observed. Perceptions of the rubric were generally positive in terms of increasing students’ understanding of the assessment. The role of the rubric in the self-assessment process was beneficial, as it enabled students to understand what they were doing well and what they needed to improve. Overall, rubrics should be considered when implementing a laboratory-based practical assessment and report. Eddie John BradleySteven AndersonLaurence EagleAssociation for Learning Development in Higher Education (ALDinHE)articleTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 18 (2020) |
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DOAJ |
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DOAJ |
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EN |
| topic |
Theory and practice of education LB5-3640 |
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Theory and practice of education LB5-3640 Eddie John Bradley Steven Anderson Laurence Eagle Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency |
| description |
The aim of this study was to identify whether Level 5 Sport students find a rubric and self-assessment helpful in providing feedforward on a lab report, and if the rubric improved performance and marking efficiency. A questionnaire was administered to 58 students in order to identify perceptions. Marking time, report grades and classification were compared with the previous year. A significant improvement in the report mark of 7% (ρ=0.029) from the previous year and an increase in the number of passes in the higher classifications, along with a 25-minute decrease in the mean marking time, were observed. Perceptions of the rubric were generally positive in terms of increasing students’ understanding of the assessment. The role of the rubric in the self-assessment process was beneficial, as it enabled students to understand what they were doing well and what they needed to improve. Overall, rubrics should be considered when implementing a laboratory-based practical assessment and report.
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| format |
article |
| author |
Eddie John Bradley Steven Anderson Laurence Eagle |
| author_facet |
Eddie John Bradley Steven Anderson Laurence Eagle |
| author_sort |
Eddie John Bradley |
| title |
Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency |
| title_short |
Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency |
| title_full |
Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency |
| title_fullStr |
Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency |
| title_full_unstemmed |
Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency |
| title_sort |
use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate sport students: student perceptions, performance and marking efficiency |
| publisher |
Association for Learning Development in Higher Education (ALDinHE) |
| publishDate |
2020 |
| url |
https://doaj.org/article/5614aa5767ff4c9bbde309db9376cbea |
| work_keys_str_mv |
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