Feedback on Assessment

‘Formative and Summative feedback’ will be provided as soon as possible but no later than four weeks after the assessment deadline. Details will be included in the Module Handbook and regular assessment sessions are incorporated into each module.

The team uses varying types of FEEDBACK ENVIRONMENTS and these include:

 Academic tutorials

 Face-to-face

 Within the E-Portfolio system

 Social Networks

 BBM

 Journals

 MP3

 Video

 Face book, Blogg and Twitter

 Podcasts

 Assessment summative sheets

48 The ‘Employability Pathway’ utilises the coaching ethos to introduce the practice of students coaching each other in an attempt to enable the students to produce a better understanding of assessment requirements.

“ … the business coach works with employees, over a relatively short period of time, and offers no direct advice, instead helping the participants to develop their own, bespoke, problem solving skills in response to specific performance related objectives.” Wolsey and Abrams (2010:27) This work includes visiting the following with students in seminars and tutorials:

•What’s your priority for today’s session?

–Seek clarity here

•What would your final goal look like?

–What are you trying to accomplish?

•What’s the first thing you could do to move things forward?

–Remember it’s them not you?

–What other alternatives exist?

•What’s barriers exist –Any limiting beliefs?

•What actions are needed?

–By what date?

–What else?

Our feedback strategy is very straight forward and is identified in section 48 above and a good example of the continued feedback support would be via the students e-portfolios where regular comments are often added after students upload their work. Staff can then see the students’ response to their comments in a speedy and efficient way. Formative feedback can also be supplied to the groups facebook group and staff can see the students’

comments and responses immediately.

49 7.14 Assessment Method Mapping

Module Titles

Core (Y) Essay Examination Portfolio E-Portfolio Presentation (*Group/Pair) Presentation Plan Report Reflective Report Reflective Practice Individual Reflection Poster Presentation MIS Job Advert Job Memo Funding Pitch Workshop Placement File Strategy

Personal, Professional

& Management Skills (L4)

Y 70 30

Introductory Sport Marketing (L4)

Y 50* 50

Structure &

Governance in Sport

& Leisure (L4)

Y 70 30*

Sociological & Cultural Aspects of Sport &

Leisure (L4)

Y 40% 60%

Business Enterprise Planning for Sport Organisations (L4)

Y 60 40

International Sports Events (L4)

Y 100

Work Based Learning BHSBM (L5)

Y 40 60

50

Strategic

Management Theory in Sport Business Management (L5)

Y 100

Sport Sponsorship (L5)

N 100

Legal Aspects of Sports Business (L5)

N 100

Event Management (L5)

N 100

Marketing Communications in Leisure and Sport (L5)

N 50 50

Sport, Leisure and Equity (L5)

N 100

Mass Media (L5) N 60 40

Football Studies (L5) N 100

Gender, Sexuality and Culture (L5)

N 100

OAA Adapted Adventure (L5)

100

Adapted Analysis (L5) 70 30

The Management of People in Sport Business (L5)

Y 40 20 40

51

Researching for Sports Business and Sports Marketeers (L5)

Y 100

Sports Economics &

Finance (L5)

Y 70 30

Professional Management Consultancy Skills (L6)

Y 70 30

Sports Events in Action (L6)

N 50 50

Sport & Law Doping &

Violence (L6)

N 100

Sport and Leisure Identities (L6)

N 100

Media and Cultural Industries (L6)

N 70 30*

Strategic Marketing (L6)

N 50 50

Sport Branding (L6) N 100

OAA Residential (L6) N 50 50

OAA Journeying (L6) N 25 75

MIS (L6) Y 100

Organisational Development and

Change for Sport Business (L6)

Y 70 30*

52

Global Sport Business Management (L6)

Y 60 40

53 7.15 How is feedback from students gathered and used in course design/

enhancement?

Student feedback forms the backbone of improvements made to learning opportunities.

This is encouraged through a number of different channels:

 Module evaluation forms;

 Module leader open-door policies;

 Personal tutoring system;

 Student Academic Representatives;

 Annual Student Survey;

 National Student Survey;

 Invitation/Involvement at annual review meetings;

 Informally via seminars and tutorials

 Regular liaison with STARs e.g. through weekly time tabled group meetings at L4 etc.

A further illustration of the course team’s commitment to inclusivity is the open and

transparent way in which student-staff communication is conducted. Students are treated as peers, and feedback from Annual Reviews over a number of years has highlighted the added value brought to the learning experience by the course team’s approachability. The NSS 2010 result for “I have been able to contact staff when needed” was the highest in the University at 98%

We have regularly been amending modules with minor and major modifications as we constantly strive to deliver improved modules in response to student feedback in annual reviews and industry direction e.g. A creative path of coaching tutorials to enable staff and student integration and understanding.

During the Level 4 Induction, the Level Leader reviews the student feedback gained from the previous year group’s time tabled (weekly) year group meetings and discusses them with the new intake of students’. This helps to reassure them that (a) feedback is taken seriously and (b) how modules have been improved.

Student and External Examiner feedback has emphasised the need for a balance between the quantity and quality of contact time, so course team members seek to extract maximum value from both formal, scheduled teaching time and informal tutorials

The course team has also been heavily involved with the Faculty and University

Enhancement Academies, which have identified a new opportunity to deliver feedback sessions at length prior to the summative work being completed. The course team have already identified this innovation within their PPMS, PWBL, WBL, CPPD and SPCS modules.

In the The Management of People in Sport Business module, the workshop format was brought in line with the overall Learning and Teaching Strategy, this was done as a result of student feedback. Crucially, in the assessment, the format changed from an essay to the

54 creation of a job advert, memo and briefing report. This also enhances the students’

employability skills.

Taking into account recent Annual Reviews and module feedback, alongside advice from consultation with students and external partners, a shift has been made away from broad, generic ‘core’ modules shared by a number of courses back to modules specifically designed to meet the specific needs of the Sport Business Management student. Feedback is

compiled by various means relevant to receipt of information and fed forward to Faculty for consideration and response. Feedback to students is also done in a variety of ways, including lists of changes made to modules as a result of previous student feedback that is published within module handbooks.