Ongoing Bidirectional Feedback between Planning and Assessment in Educational Contexts: A Narrative Review

Manuel Loureiro (), Fábio Yuzo Nakamura, Ana Ramos, Patrícia Coutinho, João Ribeiro, Filipe Manuel Clemente, Isabel Mesquita and José Afonso
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Manuel Loureiro: Centre for Research, Education, Innovation, and Intervention in Sport (CIFI 2 D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
Fábio Yuzo Nakamura: Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), University of Maia (ISMAI), Av. Carlos de Oliveira Campos, 4475-690 Maia, Portugal
Ana Ramos: Centre for Research, Education, Innovation, and Intervention in Sport (CIFI 2 D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
Patrícia Coutinho: Centre for Research, Education, Innovation, and Intervention in Sport (CIFI 2 D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
João Ribeiro: Centre for Research, Education, Innovation, and Intervention in Sport (CIFI 2 D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
Filipe Manuel Clemente: Escola Superior Desporto e Lazer, Instituto Politécnico de Viana do Castelo, Rua Escola Industrial e Comercial de Nun’Álvares, 4900-347 Viana do Castelo, Portugal
Isabel Mesquita: Centre for Research, Education, Innovation, and Intervention in Sport (CIFI 2 D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal
José Afonso: Centre for Research, Education, Innovation, and Intervention in Sport (CIFI 2 D), Faculty of Sport of the University of Porto (FADEUP), Rua Dr. Plácido da Costa 91, 4200-450 Porto, Portugal

IJERPH, 2022, vol. 19, issue 19, 1-15

Abstract: Quality in education is one of the 17 goals in the United Nations’ sustainable agenda for 2030, presupposing careful planning and assessment of learning. Traditional planning in sports education (either in training or school settings) largely adopts pre-determined learning sequences and temporal milestones that, in theory, enhance the learning process. However, learning is a context-dependent, non-linear process with considerable intra- and interindividual variability, whereby planning and assessment should also be non-linear. In this narrative review, the main findings suggest that the specific teaching or training contents and their relative (i.e., ordering or sequencing) and absolute timing (i.e., the specific time point where certain learning or adaptations are expected) should vary depending on the learners and the context. In a process-oriented perspective, this requires flexible planning and the establishment of ongoing bidirectional links between planning and assessment. In this framework, assessment should be a flexible, evolving, and daily pedagogical tool instead of a set of formal checkpoints. We further explored how planning and assessment could be linked to provide an ongoing feedback loop that respects the individuality of each learner and its context, and therefore hope this review helps bring about a change in current planning and assessment paradigms in sports education.

Keywords: sports education; planification; evaluation; bidirectional feedback; learning; nonlinearity (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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