Welcome to the InfoSci Platform
Feedback to “Feedforward”: Promoting Student Reflection and Learning Through Teacher Evaluation

Feedback to “Feedforward”: Promoting Student Reflection and Learning Through Teacher Evaluation

Carolyn L. Berenato
Copyright: © 2020 |Pages: 12
ISBN13: 9781799804260|ISBN10: 1799804267|ISBN13 Softcover: 9781799804291|EISBN13: 9781799804277
DOI: 10.4018/978-1-7998-0426-0.ch005
Cite Chapter Cite Chapter

MLA

Berenato, Carolyn L. "Feedback to “Feedforward”: Promoting Student Reflection and Learning Through Teacher Evaluation." Technology-Enhanced Formative Assessment Practices in Higher Education, edited by Christopher Ewart Dann and Shirley O'Neill, IGI Global, 2020, pp. 88-99. https://doi.org/10.4018/978-1-7998-0426-0.ch005

APA

Berenato, C. L. (2020). Feedback to “Feedforward”: Promoting Student Reflection and Learning Through Teacher Evaluation. In C. Dann & S. O'Neill (Eds.), Technology-Enhanced Formative Assessment Practices in Higher Education (pp. 88-99). IGI Global. https://doi.org/10.4018/978-1-7998-0426-0.ch005

Chicago

Berenato, Carolyn L. "Feedback to “Feedforward”: Promoting Student Reflection and Learning Through Teacher Evaluation." In Technology-Enhanced Formative Assessment Practices in Higher Education, edited by Christopher Ewart Dann and Shirley O'Neill, 88-99. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0426-0.ch005

Export Reference

Mendeley
Favorite

Abstract

In recognizing that effective feedback and pedagogical approaches that support social interaction in learning are vital to students' achievement, this chapter focuses on students' need to be actively involved in their learning and assessment. It reports research into how undergraduate education students utilized assessment feedback. The students provided their perceptions of the feedback strategies employed by completing a survey. This included an investigation into whether the students used the feedback to “feed forward,” that is, to answer the question as to whether it was used to enhance their responses in their next assessments. The results revealed a contrast between the students' approach to their learning compared with that of the pedagogy underpinning the course, which sought to empower them in their learning through teaching and assessment practices that engaged them in critical thinking. The students appeared to lack assessment literacy since they treated the feedback as corrective of the assignment being marked and not relevant to them taking-action to improve their future work. It is recommended that this disconnect be further explored since without students' understanding of the purposes of assessment and feedback, in keeping with their educators' intent they are limited in their ability to learn.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.