Feedforward Practices: A Systematic Review of the Literature

Autor/inn/en	Sadler, Ian; Reimann, Nicola; Sambell, Kay
Titel	Feedforward Practices: A Systematic Review of the Literature
Quelle	In: Assessment & Evaluation in Higher Education, 48 (2023) 3, S.305-320 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2022.2073434
Schlagwörter	Feedback (Response); Student Evaluation; Undergraduate Students; Educational Practices; Alignment (Education); Self Evaluation (Individuals); Student Improvement; Self Control; Evaluative Thinking; Design; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bildungspraxis; Selbstbeherrschung
Abstract	The notion of 'feedforward' has emerged as popular with practitioners, and there has been an upsurge in publications which include this term. This interpretivist and conceptual systematic review sought to consider the different forms of educational practices that are framed in relation to feedforward. The initial search of four electronic databases found 1076 articles published between 2007 and 2019, which were reduced to 68 once duplicates had been removed and exclusion/inclusion criteria applied during screening and eligibility procedures. An iterative meta-ethnographic approach to analysis resulted in the identification of five main practices, framed as feedforward. These were: alignment and timing (41%); use (25%); comments (18%); self-review (9%); and teaching (7%). The vast majority involved a "process" where student improvement was a key goal, but the "design" of this process differed between practices. A large proportion supported improvement from one task to the next, almost exclusively within the 'future horizon' of the module/study unit, while only a small proportion of articles focuses on improving the amount, nature or quality of the information delivered to learners. Evidence of student sense-making and uptake was rarely sought, and few practices offered genuine opportunities for student agency, self-regulation and the development of evaluative judgment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01