Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency

Abstract

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.

Published
2020-09-29
How to Cite
Bradley, E. J., Anderson, S. and Eagle, L. (2020) “Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency”, Journal of Learning Development in Higher Education. Plymouth, UK, (18). doi: 10.47408/jldhe.vi18.557.
Section
Papers