Creating ‘feedforward’ opportunities in assessment

Incorporating ‘feedforward’ to support student learning.

Alongside feedback, feedforward opportunities are an important part of student-centred learning. This article will explore the theory behind feedforward and provide some practical examples for incorporating feedforward opportunities in assessments.

What is feedforward?

In the context of teaching and learning, feedforward refers to providing students with constructive, future-focused commentary and advice. The idea is that – as opposed to feedback, which focusses on tasks or assessment which have already been completed – feedforward will more directly equip students to achieve what they need to produce or improve on for subsequent assessment.

What we know as feedback can of course incorporate elements of feedforward. For example, constructive critiques of student work should provide students with clarity on what they need to improve for next time – however, these incidental instances of feedforward are not the same as planning for and intentionally structuring feedforward opportunities into a course or subject. Integrating feedforward requires taking into account timing and overall structure of learning by designing tasks that build upon each other (otherwise known as ‘scaffolding’) allowing for multiple opportunities for students to receive both feedback and feedforward, reflect and then apply those insights (Sadler, Reimann, & Sambell, 2022).

Theoretical foundations

Origins in behavioural science

The term feedforward was first coined in 1951 by I.A. Richards in the context of cybernetics specifically regarding the concept that feedback systems have a circular relationship where inputs also function as outputs and vice-versa (Logan, 2015). This concept of a circular feedback relationship has since been applied to other systems including biological, cognitive, behavioural and social systems. In 1983, Peet Dowrick published his study on the use of ‘video self modelling’ to teach adaptive behaviours to children which demonstrated a successful application of feedforward in rapid learning (Dowrick, 1983).

Theories for teaching and learning

This application of feedforward in behavioural science has a clear correlation with research in the field of teaching and learning. For example, theories such as self-directed learning and Kolb’s experiential learning cycle – where observation and reflections on an initial ‘concrete’ experience are then applied in a subsequent ‘active experimentation’ phase (Kolb, 1984) – rely on the circulatory mechanisms of feedback and feedforward.

Similarly, the Dialogic Feedback Cycle, proposed by Beaumont et al. (2011), outlines three integral stages of (1) preparatory guidance, (2) in-task guidance and (3) performance feedback. In Figure 1, feedforward is indicated as occurring during review of feedback, however, all three stages in this dialogic cycle are examples of feedforward.

  • Preparatory guidance is an example of feedforward;
  • In-task guidance is an example of feedforward, and;
  • Performance feedback also incorporates feedforward.

Dialogic feedback cycle showing three cyclical stages: preparatory guidance, in-task guidance and performance feedback.

Most importantly, what we can glean from theories of learning are the benefits of applying feedforward practices. Some of these key benefits include:

  • Facilitating deeper learning and knowledge retention (Tan, 2013).
  • Promoting engagement and student sense of satisfaction by supporting active learning, self-regulation and reflection (Clark, 2012).
  • Being dialogic and therefore leading to more scaffolded learning, supporting a constructivist approach (Boud & Molloy, 2012; Orsmond et al., 2013).

Supporting studies from higher education

So what evidence do we have that feedforward practices in higher education benefit students? There have been a number of studies undertaken to gauge the impacts of feedforward and, while there is evidence that feedback and ‘traditional’ grading practices still hold value for students, results seem to indicate that feedforward can improve both student performance and sense of satisfaction in learning.

In a 2020 study by Noon & Eyre of an undergraduate sports science module, students received exemplars (sample essays) and a marking rubric before they started their assignments. Students reported that the exemplars were particularly helpful in understanding expectations and how to structure their essays. The feedforward approach led to improved academic performance, with students who used these materials scoring higher grades on average. The researchers noted that implementing feedforward required careful planning and integration into the course design, but the benefits in terms of student learning outcomes were significant. The study concluded that feedforward is an effective pedagogical approach for improving student performance and satisfaction, particularly in first-year undergraduate courses where students are adjusting to academic expectations (Noon & Eyre, 2020).

A more recent study in 2022 by Rodriguez et al. tested scaffolded feedforward (i.e. incremental guidance/information to elicit self-generated solutions) in a computer science course with 147 students. The results showed significant improvements in students' problem-solving skills and the quality of their solutions compared to traditional problem-based learning (PBL) methods. Students who participated in this approach demonstrated better performance in identifying problems, proposing solutions, and justifying their choices. Overall, the research demonstrates that carefully structured guidance and peer interaction can significantly enhance PBL experiences, even in challenging large-class environments (Rodriguez et al., 2022).

An older study from 2006 by Hounsell et al. measured the responses of bioscience students to feedforward and revealed that students generally preferred feedforward over only receiving traditional feedback. The students found feedforward more useful and believed it helped them better understand what was expected of them in their assignments and how to meet those expectations. The results also suggested that feedforward could help students develop important skills like self-reflection and critical thinking. However, the study also revealed that implementing feedforward required very careful planning and a shift in mindset for both educators and students (students indicated that they still valued some elements of traditional feedback, particularly when it comes to understanding their grades) (Hounsell et al., 2006).

Examples of feedforward in assessment

Now let’s consider in more detail some practical examples of what feedforward could look like in your teaching and learning and the supported technologies available that can facilitate these.

If we look at Beaumont et al.’s Dialogic Feedback Cycle, we have three stages that signal key opportunities for feedforward (2011).

Preparatory guidance

When setting up the assessment task expectations and instructions, some examples of feedforward ideas could include:

  • Exemplars – provide sample essays/reports/presentations, which model the expected assessment artefact that students should produce
  • Rubrics – design analytic rubrics with appropriate marking criteria that align to learning outcomes and have clear level descriptors to describe the performance that is expected
  • Discussion – incorporate opportunities for discussions (online discussion, tutorial discussions, or facilitate peer groups/tasks) that focus on understanding marking criteria and task instructions.

Supporting technologies:

  • LMS Assignments – publish detailed descriptions, assessment criteria, task instructions, due dates and weighting in your subject’s LMS site.
  • LMS Rubrics – make sure you include published digital rubrics on the relevant assignment page for students to access (and later for instructors to mark and provide feedback).
  • LMS Discussions – set up discussion pages/boards specifically for discussing the assessment tasks. Include clear discussion prompts and instructions and direct your students to use it to discuss the assessment. Monitor and respond to student queries.

In-task guidance

When scaffolding learning activities towards preparation for assessment (i.e. when structuring tasks designed to feed into the subsequent tasks to develop competencies incrementally – see also scaffolding assignments), some examples of feedforward ideas could include:

  • Formative assessments – incorporate low-stakes tasks that provide opportunities for practice and improvement before summative assessments.
  • Self-review activities – include knowledge checking quizzes and encourage students to reflect on their own work and identify areas for improvement.
  • Peer review – facilitate peer feedback sessions, helping students develop critical evaluation skills.

Supporting technologies:

  • LMS Quizzes – use this function on the LMS to create knowledge checking quizzes.
  • FeedbackFruits – set up peer review activities using FeedbackFruits which has an interface for both giving and receiving feedback. FeedbackFruits makes it easy to set up a clear review structure aligned with assessment criteria, and to support students in giving criteria-based and actionable feedback.

Performance feedback

After students have submitted work for assessment, some examples of feedforward ideas could include:

  • Constructive feedback – provide clear, actionable guidance that students can readily apply to their work
  • Multimodal: video or audio feedback – utilise multimedia formats to deliver more personalised and engaging feedforward
  • Discussion – encourage dialogue between teachers and students to clarify expectations and strategies
  • Timing – ensure timely delivery of feedforward information, allowing students to make meaningful improvements.

Supporting technologies:

  • LMS Speedgrader – use the LMS’s Speedgrader to record feedback in the marking rubric in form of text comments, but also using the video record function to include audio and even screen recorded feedback for students.
  • FeedbackFruits­– use FeedbackFruits to set up assessment tasks and provide feedback that is clearly aligned with assessment criteria and supports students by giving criteria-based and actionable feedback.

References

  • Beaumont, C., O’Doherty, M. and Shannon, L. (2011). Reconceptualising assessment feedback: A key to improving student learning? Studies in Higher Education 3: 671–687. https://doi.org/10.1080/03075071003731135
  • Boud, D., & Molloy, E. (2012). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462
  • Clark, I. (2012). Formative Assessment: Assessment Is for Self-regulated Learning. Educational Psychology Review, 24, 205–249. https://doi.org/10.1007/s10648-011-9191-6
  • Dowrick, P. W. (1983). Self-modelling. In P. W. Dowrick & S. J. Biggs (Eds.), Using video: Psychological and social applications (pp. 105–124). Chichester, UK: Wiley.
  • Hine, B. & Northeast, T. (2016). Using feed-forward strategies in higher education. New Vistas, 2(1), 28–33. https://core.ac.uk/download/pdf/96570274.pdf
  • Hounsell, D., McCune, V., Hounsell, J., & Litjens, J. (2006). The quality of guidance and feedback to students. Higher Education Research and Development, 27(1), 55–67. https://doi.org/10.1080/07294360701658765
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
  • Logan, R.K. (2015). Feedforward, I. A. Richards, cybernetics and Marshall McLuhan. Systema: Connecting Catter, Life, Culture and Technology, 3(1), 177–185. ISSN 2305-6991. Available at http://openresearch.ocadu.ca/id/eprint/650/
  • Noon, M. & Eyre, E. (2020). A feedforward approach to teaching, learning and
  • assessment in an undergraduate sports science module. Journal of Hospitality,
  • Leisure, Sport & Tourism Education, 27 (100257). https://dx.doi.org/10.1016/j.jhlste.2020.100257
  • Orsmond, P., Maw, S. J., Park, J. R., Gomez, S., & Crook, A. C. (2011). Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education, 38(2), 240–252. https://doi.org/10.1080/02602938.2011.625472
  • Rodriguez, M. F., Nussbaum, M., Tunis, L., Reyes, T., Alvares, D., Joublan, J., Navarrete, P., (2022). Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes. Computers & Education, 182(C), https://doi.org/10.1016/j.compedu.2022.104446
  • Sadler, I., Reimann, N., & Sambell, K. (2022). Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education, 48(3), 305–320. https://doi.org/10.1080/02602938.2022.2073434
  • Tan, K. (2013). A Framework for Assessment for Learning: Implications for Feedback Practices within and beyond the Gap. International Scholarly Research Notices, 640609. https://doi.org/10.1155/2013/640609