12,191
Views
14
CrossRef citations to date
0
Altmetric
Research Articles

Feedforward practices: a systematic review of the literature

, &

References

  • Agius, N. M., and A. Wilkinson. 2014. “Students’ and Teachers’ Views of Written Feedback at Undergraduate Level: A Literature Review.” Nurse Education Today 34 (4): 552–559. doi:10.1016/j.nedt.2013.07.005.
  • Amundsen, C., and M. Wilson. 2012. “Are We Asking the Right Questions? A Conceptual Review of the Educational Development Literature in Higher Education.” Review of Educational Research 82 (1): 90–126. doi:10.3102/0034654312438409.
  • Arts, J. G., M. Jaspers, and D. Joosten-ten Brinke. 2016. “A Case Study on Written Comments as a Form of Feedback in Teacher Education: So Much to Gain.” European Journal of Teacher Education 39 (2): 159–173. doi:10.1080/02619768.2015.1116513.
  • Backstrom, M., and D. Cooper. 2013. “Ruby’s Music Festival’: Developing Problem-Solving Skills Using Online Scenarios and Creating Opportunities to Feed Forward.” The Law Teacher 47 (3): 300–318. doi:10.1080/03069400.2013.851335.
  • Baker, D. J., and D. Zuvela. 2013. “Feedforward Strategies in the First-Year Experience of Online and Distributed Learning Environments.” Assessment & Evaluation in Higher Education 38 (6): 687–697. doi:10.1080/02602938.2012.691153.
  • Bird, F. L., and R. Yucel. 2015. “Feedback Codes and Action Plans: Building the Capacity of First-Year Students to Apply Feedback to a Scientific Report.” Assessment & Evaluation in Higher Education 40 (4): 508–527. doi:10.1080/02602938.2014.924476.
  • Boud, D., and P. Dawson. 2021. “What Feedback Literate Teachers Do: An Empirically-Derived Competency Framework.” Assessment & Evaluation in Higher Education: 1–14. Advance online publication. doi:10.1080/02602938.2021.1910928.
  • Boud, D., and E. Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712. doi:10.1080/02602938.2012.691462.
  • Brearley, F. Q., and W. R. Cullen. 2012. “Providing Students with Formative Audio Feedback.” Bioscience Education 20 (1): 22–36. doi:10.11120/beej.2012.20000022.
  • Britten, N., R. Campbell, C. Pope, J. Donovan, M. Morgan, and R. Pill. 2002. “Using Meta Ethnography to Synthesise Qualitative Research: A Worked Example.” Journal of Health Services Research & Policy 7 (4): 209–215. doi:10.1258/135581902320432732.
  • Campbell, R., P. Pound, M. Morgan, G. Daker-White, N. Britten, R. Pill, L. Yardley, C. Pope, and J. Donovan. 2011. “Evaluating Meta-Ethnography: Systematic Analysis and Synthesis of Qualitative Research.” Health Technology Assessment 15 (43): 1–164. doi:10.3310/hta15430.
  • Caquineau, C., K. Ireland, R. Deighton, A. Wroe, and K. Hughes. 2017. “Integrated Assessment and Feedback Practices and Effective Transition to Junior Honours.” Journal of Perspectives in Applied Academic Practice 5 (2): 12–21. doi:10.14297/jpaap.v5i2.286.
  • Carless, D. 2007. “Learning-Oriented Assessment: Conceptual Bases and Practical Implications.” Innovations in Education and Teaching International 44 (1): 57–66. doi:10.1080/14703290601081332.
  • Carter, S., and V. Kumar. 2017. “Ignoring Me is Part of Learning’: Supervisory Feedback on Doctoral Writing.” Innovations in Education and Teaching International 54 (1): 68–75. doi:10.1080/14703297.2015.1123104.
  • Carter, R., Y. Salamonson, L. Ramjan, and E. J. Halcomb. 2018. “Students Use of Exemplars to Support Academic Writing in Higher Education: An Integrative Review.” Nurse Education Today 65: 87–93. doi:10.1016/j.nedt.2018.02.038.
  • Cathcart, A., D. Greer, and L. Neale. 2014. “Learner-Focused Evaluation Cycles: Facilitating Learning Using Feedforward, Concurrent and Feedback Evaluation.” Assessment & Evaluation in Higher Education 39 (7): 790–802. doi:10.1080/02602938.2013.870969.
  • Chen, Y.-T., Y.-H. Chou, and J. Cowan. 2014. “Concentrating on Affective Feedforward in Online Tutoring.” British Journal of Educational Technology 45 (4): 694–706. doi:10.1111/bjet.12077.
  • Chokwe, J. M. 2015. “Students’ and Tutors’ Perceptions of Feedback on Academic Essays in an Open and Distance Learning Context.” Open Praxis 7 (1): 39–56. doi:10.5944/openpraxis.7.1.154.
  • Crook, A., A. Mauchline, S. Maw, C. Lawson, R. Drinkwater, K. Lundqvist, P. Orsmond, S. Gomez, and J. Park. 2012. “The Use of Video Technology for Providing Feedback to Students: Can It Enhance the Feedback Experience for Staff and Students?” Computers & Education 58 (1): 386–396. doi:10.1016/j.compedu.2011.08.025.
  • Daelmans, H. E. M., M. Mak-van der Vossen, G. Croiset, and R. A. Kusurkar. 2016. “What Difficulties Do Faculty Members Face When Conducting Workplace-Based Assessments in Undergraduate Clerkships?” International Journal of Medical Education 7: 19–24. doi:10.5116/ijme.5689.3c7f.
  • Dawson, P., M. Henderson, P. Mahoney, M. Phillips, T. Ryan, D. Boud, and E. Molloy. 2019. “What Makes for Effective Feedback: Staff and Student Perspectives.” Assessment & Evaluation in Higher Education 44 (1): 25–36. doi:10.1080/02602938.2018.1467877.
  • De Kleijn, Renske A. M., Rianne A. M. Bouwmeester, Magda M. J. Ritzen, Stephan P. J. Ramaekers, and Harold V. M. Van Rijen. 2013. “Students’ Motives for Using Online Formative Assessments When Preparing for Summative Assessments.” Medical Teacher 35 (12): e1644–e1650.
  • Debuse, J. C. W., and M. Lawley. 2016. “Benefits and Drawbacks of Computer-Based Assessment and Feedback Systems: Student and Educator Perspectives.” British Journal of Educational Technology 47 (2): 294–301. doi:10.1111/bjet.12232.
  • Dulamă, M. E., and O.-R. Ilovan. 2016. “How Powerful is Feedforward in University Education? A Case Study in Romanian Geography Education on Increasing Learning Efficiency.” Educational Sciences: Theory and Practice 16 (3): 827–848.
  • Duncan, N. 2007. ““Feed-Forward": Improving Students’ Use of Tutors’ Comments.” Assessment & Evaluation in Higher Education 32 (3): 271–283. doi:10.1080/02602930600896498.
  • Economou, D., and B. James. 2017. “A Research Writing Tool: Designing an Online Resource for Supervisors and Students.” Innovations in Education and Teaching International 54 (6): 590–600. doi:10.1080/14703297.2017.1375421.
  • Egelandsdal, K., and R. J. Krumsvik. 2017. “Clickers and Formative Feedback at University Lectures.” Education and Information Technologies 22 (1): 55–74. doi:10.1007/s10639-015-9437-x.
  • Engerer, C., P. Berberat, A. Dinkel, B. Rudolph, H. Sattel, and A. Wuensch. 2016. “Integrating 360° Behavior-Orientated Feedback in Communication Skills Training for Medical Undergraduates: Concept, Acceptance and Students’ Self-Ratings of Communication Competence.” BMC Medical Education 16 (1): 271. doi:10.1186/s12909-016-0792-0.
  • Falout, J., T. Murphey, T. Fukuda, and Y. Fukada. 2016. “Whole-Class Self-Referential Feedback from University EFL Contexts to the World: Extending the Social Life of Information by Looping It Forward.” The Asia-Pacific Education Researcher 25 (1): 1–10. doi:10.1007/s40299-015-0227-4.
  • García-Sanpedro, M. J. 2012. “Feedback and Feedforward: Focal Points for Improving Academic Performance.” Journal of Technology and Science Education 2 (2): 77–85.
  • Gill, M., and M. Greenhow. 2007. “Computer-Aided Assessment in Mechanics: Question Design and Test Evaluation.” Teaching Mathematics and Its Applications: An International Journal of the IMA 26 (3): 124–133. doi:10.1093/teamat/hrm006.
  • Görlitz, A., R. Schmidmaier, and C. Kiessling. 2015. “Feedforward Interview: Enhancing Reflection for Successful Teachers.” Medical Education 49 (5): 535–536.
  • Gough, D, and J. Thomas. 2017. “Commonality and Diversity in Reviews.” In An Introduction to Systematic Reviews. 2nd ed., edited by D. Gough and J. Thomas, 43–70. London: Sage Publications Ltd.
  • Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:10.3102/003465430298487.
  • Henderson, M., and M. Phillips. 2015. “Video-Based Feedback on Student Assessment: Scarily Personal.” Australasian Journal of Educational Technology 31 (1): 51–66. doi:10.14742/ajet.1878.
  • Henderson, H., M. Phillips, T. Ryan, D. Boud, P. Dawson, E. Molloy, and P. Mahoney. 2019. “Conditions That Enable Effective Feedback.” Higher Education Research & Development 38 (7): 1401–1416. doi:10.1080/07294360.2019.1657807.
  • Hendry, G. D., P. White, and C. Herbert. 2016. “Providing Exemplar-Based ‘Feedforward’ before an Assessment: The Role of Teacher Explanation.” Active Learning in Higher Education 17 (2): 99–109. doi:10.1177/1469787416637479.
  • Hounsell, D., V. McCune, J. Hounsell, and J. Litjens. 2008. “The Quality of Guidance and Feedback to Students.” Higher Education Research & Development 27 (1): 55–67. doi:10.1080/07294360701658765.
  • Huang, S.-C. 2016. “Understanding Learners’ Self-Assessment and Self-Feedback on Their Foreign Language Speaking Performance.” Assessment & Evaluation in Higher Education 41 (6): 803–820. doi:10.1080/02602938.2015.1042426.
  • Hughes, G., H. Smith, and B. Creese. 2015. “Not Seeing the Wood for the Trees: Developing a Feedback Analysis Tool to Explore Feed Forward in Modularised Programmes.” Assessment & Evaluation in Higher Education 40 (8): 1079–1094. doi:10.1080/02602938.2014.969193.
  • Hunter, A., and C. Elliott-Kingston. 2016. “Teaching and Assessment Strategies for Active Student Learning in University Horticultural Education.” Acta Horticulturae 1126: 127–133.
  • Ibarra-Sáiz, M. S., G. Rodríguez-Gómez, and S. Olmos-Migueláñez. 2016. “Monitoring and Information on Skills Development at University: A Multiple-Case Study.” In Proceedings of the Forth International Conference on Technological Ecosystems Enhancing Multiculturality – TEEM16, Salamanca, Spain. ACM International Conference Proceeding Series, 193–197, November 2–4.
  • Ion, G., A. Barrera-Corominas, and M. Tomàs-Folch. 2016. “Written Peer-Feedback to Enhance Students’ Current and Future Learning.” International Journal of Educational Technology in Higher Education 13 (1):1–11. doi:10.1186/s41239-016-0017-y.
  • Ion, G., E. Cano-García, and M. Fernández-Ferrer. 2017. “Enhancing Self-Regulated Learning through Using Written Feedback in Higher Education.” International Journal of Educational Research 85: 1–10. doi:10.1016/j.ijer.2017.06.002.
  • Jackson, M., and L. Marks. 2016. “Improving the Effectiveness of Feedback by Use of Assessed Reflections and Withholding of Grades.” Assessment & Evaluation in Higher Education 41 (4): 532–547. doi:10.1080/02602938.2015.1030588.
  • Kelly, L. 2015. “Effectiveness of Guided Peer Review of Student Essays in a Large Undergraduate Biology Course.” International Journal of Teaching and Learning in Higher Education 27 (1): 56–68.
  • Kennedy, M. M. 2007. “Defining a Literature.” Educational Researcher 36 (3): 139–147. doi:10.3102/0013189X07299197.
  • Kreber, C., and P. A. Cranton. 2000. “Exploring the Scholarship of Teaching.” The Journal of Higher Education 71 (4): 476–496. doi:10.2307/2649149.
  • Mason, S. 2018. “The Impact of Transformational Learning for Mature Adults Studying a Foundation Degree.” Widening Participation and Lifelong Learning 20 (2): 8–27. doi:10.5456/WPLL.20.2.8.
  • McCune, V., and D. Hounsell. 2005. “The Development of Students’ Ways of Thinking and Practising in Three Final-Year Biology Courses.” Higher Education 49 (3): 255–289. doi:10.1007/s10734-004-6666-0.
  • McDowall, A., K. Freemann, and K. Marshall. 2014. “Is Feedforward the Way Forward? A Comparison of the Effects of Feedforward Coaching and Feedback.” International Coaching Psychology Review 9 (2): 135–146.
  • Morrell, L. J. 2014. “Use of Feed-Forward Mechanisms in a Novel Research-Led Module.” Bioscience Education 22 (1): 70–81. doi:10.11120/beej.2013.00020.
  • Morris, C., and G. Chikwa. 2016. “Audio versus Written Feedback: Exploring Learners’ Preference and the Impact of Feedback Format on Students’ Academic Performance.” Active Learning in Higher Education 17 (2): 125–137. doi:10.1177/1469787416637482.
  • Mpotos, N., B. De Wever, N. Cleymans, J. Raemaekers, M. Valcke, and K. G. Monsieurs. 2013. “Efficiency of Short Individualised CPR Self-Learning Sessions with Automated Assessment and Feedback.” Resuscitation 84 (9): 1267–1273. doi:10.1016/j.resuscitation.2013.02.020.
  • Murphy, K., and S. Barry. 2016. “Feed-Forward: Students Gaining More from Assessment via Deeper Engagement in Video-Recorded Presentations.” Assessment & Evaluation in Higher Education 41 (2): 213–227. doi:10.1080/02602938.2014.996206.
  • Murtagh, L., and N. Baker. 2009. “Feedback to Feed Forward: Student Response to Tutors’ Written Comments on Assignments.” Practitioner Research in Higher Education 3 (1): 20–28.
  • Nicol, D. J., and D. Macfarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218. doi:10.1080/03075070600572090.
  • Noblit, G. W, and R. D. Hare. 1988. Meta-Ethnography: Synthesizing Qualitative Studies. California: Sage Publications.
  • Nwabude, A. A. R. 2012. “How Would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENS) in Secondary Education Sector.” In International Perspectives on Education (BCES Conference Books, Vol.10), edited by N. Popov, 410–417. Sofia. Bulgarian Comparative Education Society.
  • Parry, S., and M. Bamber. 2010. “Feedforward: The Responses of Accounting Students.” Practitioner Research in Higher Education 4 (1): 62–72.
  • Parry, D., C. Larsen, and C. Walsh. 2008. “Summative Assessment with Formative Feedback: An Intervention in a Small Bioscience Cohort.” Bioscience Education 11 (1): 1–3. doi:10.3108/beej.11.c2.
  • Patel, P., and L. E. Laud. 2015. “Poetry Feedback That Feeds Forward.” Middle School Journal 46 (4): 24–31. doi:10.1080/00940771.2015.11461917.
  • Payne, S. L., J. Flynn, and M. Whitfield. 2008. “Capstone Business Course Assessment: Exploring Student Readiness Perspectives.” Journal of Education for Business 83 (3): 141–146. doi:10.3200/JOEB.83.3.141-146.
  • Pedrosa-de-Jesus, H., S. Leite, and M. Watts. 2016. “Question Moments’: A Rolling Programme of Question Opportunities in Classroom Science.” Research in Science Education 46 (3): 329–341. doi:10.1007/s11165-014-9453-7.
  • Penn, P., and I. Wells. 2017. “Enhancing Feedback and Feed-Forward via Integrated Virtual Learning Environment Based Evaluation and Support.” Psychology Teaching Review 23 (2): 60–65.
  • Quinton, S., and T. Smallbone. 2010. “Feeding Forward: Using Feedback to Promote Student Reflection and Learning - A Teaching Model.” Innovations in Education and Teaching International 47 (1): 125–135. doi:10.1080/14703290903525911.
  • Reimann, N., I. Sadler, and K. Sambell. 2019. “What’s in a Word? Practices Associated with ‘Feedforward’ in Higher Education.” Assessment & Evaluation in Higher Education 44 (8): 1279–1290. doi:10.1080/02602938.2019.1600655.
  • Robson, C., N. Blampied, and L. Walker. 2015. “Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension.” Behaviour Change 32 (1): 46–58. doi:10.1017/bec.2014.29.
  • Sadler, D. 1989. “Formative Assessment and the Design of Instructional Systems.” Instructional Science 18 (2): 119–144. doi:10.1007/BF00117714.
  • Sadler, D. R. 2010. “Beyond Feedback: Developing Student Capability in Complex Appraisal.” Assessment & Evaluation in Higher Education 35 (5): 535–550. doi:10.1080/02602930903541015.
  • Santandreu Calonge, D., M. Kai-Pan, C. Patrio, T. Dimple, and C. Pun. 2013. “Extreme-Teaching-2 (XT2): Evaluation of an Innovative Semester-Long Intensive GTA Training Program Based on Microteaching.” International Journal of Teaching and Learning in Higher Education 25 (1): 129–143.
  • Scoles, J., M. Huxham, and J. McArthur. 2013. “No Longer Exempt from Good Practice: Using Exemplars to Close the Feedback Gap for Exams.” Assessment & Evaluation in Higher Education 38 (6): 631–645. doi:10.1080/02602938.2012.674485.
  • Sørensen, B. H., and K. T. Levinsen. 2015. “Powerful Practices in Digital Learning Processes.” Electronic Journal of E-Learning 13 (4): 291–301.
  • Southall, J., and H. Wason. 2016. “Evaluating the Use of Synoptic Assessment to Engage and Develop Lower Level Higher Education Students within a Further Education Setting.” Practitioner Research in Higher Education 10 (1): 192–202.
  • Ste-Marie, D. M., K. Vertes, A. Rymal, and R. Martini. 2011. “Feedforward Self-Modeling Enhances Skill Acquisition in Children Learning Trampoline Skills.” Frontiers in Psychology 2:1–7. doi:10.3389/fpsyg.2011.00155.
  • Sullivan, S. A., E. O’Neill, J. Beckham, and A. Chuang. 2016. “Novel Mobile Application to Improve Student Feedback.” Medical Education 5: 1164–1165.
  • Tai, J., R. Ajjawi, D. Boud, P. Dawson, and E. Panadero. 2018. “Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work.” Higher Education 76 (3): 467–481. doi:10.1007/s10734-017-0220-3.
  • Thorpe, M. 2008. “Effective Online Interaction: Mapping Course Design to Bridge from Research to Practice.” Australasian Journal of Educational Technology 24 (1): 57–72. doi:10.14742/ajet.1230.
  • Todd, V. J., and D. McIlroy. 2014. “Application of Formalised Developmental Feedback for Feed-Forward to Foster Student Ownership of the Learning Process.” Psychology Learning & Teaching 13 (2): 137–143. doi:10.2304/plat.2014.13.2.127.
  • Tong, V. C. H. 2011. “Linking Summative Assessments? Electronic Feedback and Feedforward in Module Design.” British Journal of Educational Technology 42 (6): E152–E155. doi:10.1111/j.1467-8535.2011.01226.x.
  • Turner, W., and J. West. 2013. “Assessment for "Digital First Language" Speakers: Online Video Assessment and Feedback in Higher Education.” International Journal of Teaching and Learning in Higher Education 25 (3): 288–296.
  • Van der Kleij, F. M., L. Adie, and J. Cumming. 2019. “A Meta-Review of the Student Role in Feedback.” International Journal of Educational Research 98: 303–323. doi:10.1016/j.ijer.2019.09.005.
  • Vardi, I. 2013. “Effectively Feeding Forward from One Written Assessment Task to the Next.” Assessment & Evaluation in Higher Education 38 (5): 599–610. doi:10.1080/02602938.2012.670197.
  • Wakefield, C., J. Adie, E. Pitt, and T. Owens. 2014. “Feeding Forward from Summative Assessment: The Essay Feedback Checklist as a Learning Tool.” Assessment & Evaluation in Higher Education 39 (2): 253–262. doi:10.1080/02602938.2013.822845.
  • Walker, S., and J. Hobson. 2014. “Interventions in Teaching First-Year Law: Feeding Forward to Improve Learning Outcomes.” Assessment & Evaluation in Higher Education 39 (3): 326–338. doi:10.1080/02602938.2013.832728.
  • Webb, A., and M. Moallem. 2016. “Feedback and Feed-Forward for Promoting Problem-Based Learning in Online Learning Environments.” Malaysian Journal of Learning and Instruction 13 (2): 1–41. doi:10.32890/mjli2016.13.2.1.
  • Wimshurst, K., and M. Manning. 2013. “Feed-Forward Assessment, Exemplars and Peer Marking: Evidence of Efficacy.” Assessment & Evaluation in Higher Education 38 (4): 451–465. doi:10.1080/02602938.2011.646236.
  • Winstone, N., and D. Boud. 2022. “The Need to Disentangle Assessment and Feedback in Higher Education.” Studies in Higher Education 47 (3): 656–667. Advance Online Publication. doi:10.1080/03075079.2020.1779687.
  • Winstone, N., D. Boud, P. Dawson, and M. Heron. 2022. “From Feedback-as-Information to Feedback-as-Process: A Linguistic Analysis of the Feedback Literature.” Assessment & Evaluation in Higher Education 47 (2): 213–230. Advance Online Publication. doi:10.1080/02602938.2021.1902467.
  • Winstone, N, and D. Carless. 2020. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. Abingdon: Routledge.
  • Winstone, N. E., R. Nash, J. Rowntree, and M. Parker. 2017. “It’d Be Useful, but I Wouldn’t Use It’: Barriers to University Students’ Feedback Seeking and Recipience.” Studies in Higher Education 42 (11): 2026–2041. doi:10.1080/03075079.2015.1130032.
  • Withey, C. 2013. “Feedback Engagement: Forcing Feed-Forward Amongst Law Students.” The Law Teacher 47 (3): 319–344. doi:10.1080/03069400.2013.851336.