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

Reimann, Nicola, Sadler, Ian and Sambell, Kay (2019) What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment & Evaluation in Higher Education, 44 (8). pp. 1279-1290. Full text not available from this repository.

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Official URL: https://doi.org/10.1080/02602938.2019.1600655

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
Journal / Publication Title: Assessment & Evaluation in Higher Education
Publisher: Taylor and Francis (Routledge)
ISSN: 1469-297X
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Departments: Non-Initial Teacher Education (Non-ITE)
Additional Information: Kay Sambell is Professor of HE Pedagogy at Edinburgh Napier University and Visiting Professor at University of Cumbria, UK.
Depositing User: Anna Lupton
Date Deposited: 18 Apr 2019 08:52
Last Modified: 12 Sep 2019 11:56
URI: http://insight.cumbria.ac.uk/id/eprint/4633

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