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A FRAMEWORK FOR DEVELOPING EFFECTIVE FORMATIVE
ASSESSMENT AND FEEDBACK PRACTICE IN PHYSICAL
EDUCATION INITIAL TEACHER EDUCATION
Michael WARING 1
Carol Evans 2
1. Loughborough University
2. University of Exeter
Abstract
Little is understood about the technologies of feedback within initial teacher education (ITE)
(Lizzio & Wilson 2008). This paper reports on a curricula innovation which has been designed
and implemented to enhance the formative assessment and feedback/-forward practices of
physical education trainee teachers on a one year ITE postgraduate programme (PGCE) in the
UK.
The pedagogical model employed to frame the assessment feedback design was the Personal
Learning Styles Pedagogy (PLSP) (Evans & Waring, 2009). A PLSP is underpinned by
constructivist (Hatzipanagos & Warburton, 2009) and socio-cultural theoretical frameworks
(Gipps, 2002). The key principles underpinning the assessment feedback design were as follows:
(A) Explores student and lecturer beliefs about the value of a specific assessment feedback;
(B) Acknowledges that learners have different needs in relation to assessment feedback practice;
(C) Considers feedback, feedforward and feed up;
(D) Promotes student and lecturer agency within the assessment feedback process;
(E) Acknowledges assessment feedback as an integral part of learning and teaching.
Informed by extensive research on assessment feedback in HE (Evans, 2013) and research
informed use of the PLSP within ITE over a sustained period of time, the assessment feedback
design incorporated a range of learning activities that were progressively integrated into the
PGCE programme. Supported by a variety of technologies, the trainee teachers participated in a
number of cumulative learning activities (explicit guidance about assessment requirements,
clarification and review of feedback sources, self-regulation activities including clarification of their
roles in the assessment process, exploration of previous experiences of feedback/-forward, and
strategies to enable trainee self- and peer assessment).
Successful assessment and feedback practices with technology enhancement lie with pedagogy
rather than the technology itself (Draper, 2009; Gilbert et al., 2011). The value of a PLSP
approach to assessment feedback and the professional learning of pre-service PE teachers are
outlined.
References
Draper, S. W. (2009). What are learners actually regulating when given feedback? British Journal
of Educational Technology, 40, 306–315.
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of
Educational Research, 83(1), 70-120.
Evans, C. & Waring, M. (2009). The place of cognitive style in pedagogy: Realising potential in
practice In: L. F. Zhang and R. J. Sternberg (Eds.) Perspectives on intellectual styles (pp. 169208). New York: Springer.
Gilbert, L., Whitelock, D., & Gale, V. (2011). Synthesis report on assessment and feedback with
technology enhancement. Southampton, UK: Electronics and Computer Science EPrints.
Gipps, C. (2002). Sociocultural perspectives on assessment. In G. Wells & G. Claxton (Eds.),
Learning for life in the 21st century (pp. 73–83). Oxford, UK: Blackwell.
Hatzipanagos, S., & Warburton, S. (2009). Feedback as dialogue: Exploring the links between
formative assessment and social software in distance learning. Learning Media and Technology,
34, 45–59.
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: students’ perceptions of quality and
effectiveness. Assessment and Evaluation in Higher Education, 33, 263–275.
Michael Waring – m.j.waring@lboro.ac.uk
Word count 474