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Durham Research Online
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What's in a word? practices associated with 'feedforward' in higher education.

Reimann, A. and Sadlerb, I. and Sambellc, K. (2019) 'What's in a word? practices associated with 'feedforward' in higher education.', Assessment & evaluation in higher education., 44 (8). pp. 1279-1290.

Abstract

The term ‘feedforward’ is increasingly employed in higher education, and this paper focuses on the way in which it fits into contemporary debates about feedback and its impact on practitioners. Semi-structured interviews were used to investigate the practices academics associate with feedforward and the ways in which their intentions and understandings varied. The term resulted in practices being framed as a process and prompted academics to consider the points in the future when students were expected to deploy information and improve. Three future horizons were identified: the ‘within-module’ future horizon dominated, while the challenges of ‘beyond-module’ and ‘beyond-programme’ horizons became apparent. Written comments, guidance, formative assessment and design practices were associated with feedforward, comprising both transmission and student-focused approaches. It is concluded that the modular system restricts longer-term future horizons and sustainable practices, and more must be done to address the divide between theoretical and practitioners’ perspectives.

Item Type:Article
Full text:Publisher-imposed embargo until 13 October 2020.
(AM) Accepted Manuscript
File format - PDF
(464Kb)
Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1080/02602938.2019.1600655
Publisher statement:This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & evaluation in higher education on 13 April 2019, available online: http://www.tandfonline.com/10.1080/02602938.2019.1600655
Date accepted:01 March 2019
Date deposited:18 April 2019
Date of first online publication:13 April 2019
Date first made open access:13 October 2020

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