Harmonizing the Teaching-Assessment-Learning Cycle

Coutinho, Patrícia; Afonso, José Augusto Bastos; Ramos, Ana Margarida; Bessa, Cristiana; Farias, Cláudio; Isabel,

doi:10.4324/9781003140016-14

Cited by 3 publications

(11 citation statements)

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“…Different types of assessment have been documented in the literature [21], including formative (focused on the assessing the process), alternative (the goal is beyond grading the learner in tests or exams and could include activities such as journals, interviews, or portfolios that promote the reflection about the process), integrated (assessment as a part of learning process), learner-centered (clearly focused on the learners and their evolution), and summative (focused on grading the student or athlete) [21]. Formal and punctual assessments are used in specific time points [21] and may be used as a complementary tool to ongoing assessments [81] which should be at the core of assessment processes [7,20,25,26].…”

Section: Assessment: From a Formality To A Relevant Educational Toolmentioning

confidence: 99%

“…Simultaneously, other kinds of assessment (such as peers-assessment and self-assessment) might complement the collection of information about the learning process to adjust it [26]. This does not exclude summative assessment from the learning process; instead, it generates a diverse assessment environment not exclusively dependent on summative and punctual assessment [20,87]. Those multiple and complementary ways of assessment do not negate the use of standardized tests (in their contents, form, and timing), but restrict their benefits and pedagogical usefulness.…”

Section: Assessment: From a Formality To A Relevant Educational Toolmentioning

confidence: 99%

“…Assessment and planning should operate in interdependence, as a dynamic and bidirectional system responding to the non-linearity of learning process [8,20]. Assessment identifies specific problems or opportunities (i.e., each assessment is a diagnosis) and helps to regulate the learning process (e.g., setting next goals) [89] by informing the plans.…”

Section: Ongoing Bidirectional Feedback Between Assessment and Planningmentioning

confidence: 99%

“…Assessment helps regulate the nature and specificities of the learning process by continually feeding the plans with relevant, real-time information and stimulating adjustments on the teaching or training process [20]. Dare we say that teaching requires training and training does not survive without teaching?…”

Section: Introductionmentioning

confidence: 99%

“…At the same time, due to inherent variability of learning, this relationship between planning and assessment aids to regulate learning (e.g., understanding how different players respond to a specific training session and whether the proposed goals and/or means should be re-thought). Assessments should closely follow the evolution of the learning process, using open and flexible tools instead of standardized tests that may not be sensitive to the evolution of the process [20,28]. Bidirectional feedback should be established between planning and assessment to promote equity and raise the quality in sports education.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

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

Loureiro

Nakamura

Ramos

et al. 2022

IJERPH

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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.

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Section: Assessment: From a Formality To A Relevant Educational Toolmentioning

confidence: 99%

Section: Assessment: From a Formality To A Relevant Educational Toolmentioning

confidence: 99%

Section: Ongoing Bidirectional Feedback Between Assessment and Planningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Loureiro

Nakamura

Ramos

et al. 2022

IJERPH

View full text Add to dashboard Cite

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Relationship Between Short- and Long-Term Planning in Sports: A 12-Week Case Study of a Spanish Canoeing Coach

Costa,

Neves,

Nakamura

et al. 2024

International Sport Coaching Journal

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This study aimed to bridge the gap in the literature on real-world analyses of coaches’ approaches to planning. A 12-week qualitative case study of a Spanish canoeing coach was carried out to examine the relationship between long- and short-term planning, analyze adaptations made to the original designs, and thus, enhance current understanding of this dialogue in a specific real-life context. To achieve this purpose, the first author followed the participant during training sessions in an unobtrusive manner, recording any relevant topic related to the research goal in the form of field observation notes. Weekly semistructured interviews were also carried out. Data were examined through thematic analysis, and two main themes were identified: (a) interplay and tension management between short- and long-term planning and (b) the dynamic tension between club and national team planning. Findings observed that the coach’s application of concepts related to planning usually had to be adapted. Indeed, external factors and demands obligated the coach to attribute more emphasis to short-term planning, despite the existence of a long-term plan. Moreover, findings established the need to understand sports planning as a micropolitical process, influenced by external pressures, organizational demands, and the constraints generated by sports practitioners.

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Flexible Training Planning Coupled with Flexible Assessment: A 12-Week Randomized Feasibility Study in a Youth Female Volleyball Team

et al. 2022

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According to the Quality Education and Gender Equality ambitions established at the 2030 Agenda for Sustainable Development Goals, we aimed to test the feasibility of a flexible planning and assessment process, using ongoing, bidirectional feedback between planning and assessment. Eighteen players (11.5 ± 0.5 years of age) from a U13 female volleyball team were randomized into an experimental group (in which the plan could be changed daily) or a contrast group (pre-defined planning, adjusted monthly). The pedagogical intervention lasted three months. Besides ongoing daily assessments from the training practices, the Game Performance Assessment Instrument was adopted as a starting point for the weekly assessments in 4 vs. 4 game-forms (i.e., the instrument was modified monthly based on feedback from the training process). Information from daily and weekly formal assessment was used in the planning of the experimental group, and monthly in the contrast group. Data suggested that pre-established and strict planning (even updated monthly) failed to fit current learner needs. Over 12 weeks, the pre-established planning suffered regular modifications in the experimental group, and the assessment tool changed monthly. In conclusion, both planning and assessment should be open and flexible to exchange information mutually, and support the design of tailor-made learning environments.

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Harmonizing the Teaching-Assessment-Learning Cycle

Cited by 3 publications

References 0 publications

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

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

Relationship Between Short- and Long-Term Planning in Sports: A 12-Week Case Study of a Spanish Canoeing Coach

Flexible Training Planning Coupled with Flexible Assessment: A 12-Week Randomized Feasibility Study in a Youth Female Volleyball Team

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