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

Author

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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
    Football Department, Lusophone University of Porto, 4000-098 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
    Research Center in Sports Performance, Recreation, Innovation and Technology (SPRINT), 4960-320 Melgaço, Portugal
    Instituto de Telecomunicações, Delegação da Covilhã, 1049-001 Lisboa, 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)

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.

Suggested Citation

  • Manuel Loureiro & Fábio Yuzo Nakamura & Ana Ramos & Patrícia Coutinho & João Ribeiro & Filipe Manuel Clemente & Isabel Mesquita & José Afonso, 2022. "Ongoing Bidirectional Feedback between Planning and Assessment in Educational Contexts: A Narrative Review," IJERPH, MDPI, vol. 19(19), pages 1-15, September.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:19:p:12068-:d:923660
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    References listed on IDEAS

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