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What’s in a word? Practices associated with ‘feedforward’ in higher education

Reimann, N, Sadler, I and Sambell, K (2019) What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment and Evaluation in Higher Education, 44 (8). pp. 1279-1290. ISSN 0260-2938

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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
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 13/04/2019, available online: http://www.tandfonline.com/10.1080/02602938.2019.1600655
Uncontrolled Keywords: 1303 Specialist Studies in Education, 1505 Marketing, 1701 Psychology
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Sport Studies, Leisure & Nutrition (closed 31 Aug 19)
Publisher: Taylor & Francis
Date Deposited: 26 Mar 2019 11:40
Last Modified: 13 Oct 2020 00:50
DOI or Identification number: 10.1080/02602938.2019.1600655
URI: https://researchonline.ljmu.ac.uk/id/eprint/10420

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