2021
DOI: 10.1177/14752409211032528
|View full text |Cite
|
Sign up to set email alerts
|

Moving from Feedback to Feedforward in IBDP classrooms

Abstract: There is widespread acceptance of the positive impact of constructive feedback on students’ learning progress. However, few studies investigate the role of feedforward in high-stakes learning environments. This research explores feedback and feedforward practices in International Baccalaureate Diploma Programme classrooms in Hong Kong and Australia. The article analyses 18 teachers’ practices and perceptions about feedback and feedforward. The teachers’ perceptions on feedforward were analysed using a survey a… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
2

Citation Types

0
4
0

Year Published

2023
2023
2024
2024

Publication Types

Select...
4

Relationship

0
4

Authors

Journals

citations
Cited by 4 publications
(4 citation statements)
references
References 25 publications
0
4
0
Order By: Relevance
“…By representing an explicit action as evidence in rubrics, learners can have a better perception of the next steps in achieving the task. Thus, rubrics, which are chosen appropriately, adequately, accurately and authentically, can be employed as the instruments to FF by contributing in constructively aligning the goals of the student with the goals of the instructor (Dulfer & Akhlaghi Koopaei, 2021).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…By representing an explicit action as evidence in rubrics, learners can have a better perception of the next steps in achieving the task. Thus, rubrics, which are chosen appropriately, adequately, accurately and authentically, can be employed as the instruments to FF by contributing in constructively aligning the goals of the student with the goals of the instructor (Dulfer & Akhlaghi Koopaei, 2021).…”
Section: Discussionmentioning
confidence: 99%
“…This perspective can be related to giving clear instructions for the task description, the process and the required strategies and instruments to do the task (Duncan, 2007). Over 90% of the instructors stated that it is either salient to provide FB to the learners that includes student‐specific scaffolds to support students to the next level (Dulfer & Akhlaghi Koopaei, 2021). If the instructor gives FF to the whole class as instructions, it would be incorporated in the tasks produced by the learners and boost learning (Roberts & Eady, 2012).…”
Section: Discussionmentioning
confidence: 99%
“…Feedforward can not only be used to close the achievement gap, but also to engender dynamic skill development targeting problems which may spontaneously arise. Researchers exploring feedforward in the IB curriculum suggested teachers provide opportunities for students to reflect on feedback and improve self-regulation (Dulfer & Koopaei, 2021), which the researchers in this study undertook in the form of the speaking and listening assessment instrument. Monitoring students in class to produce a clear record of their progress is an effective use of short-term achievement assessment and, if successfully implemented, can help motivate students (Nation & Macalister, 2010).…”
Section: Literature Reviewmentioning
confidence: 99%
“…Most straightforward, originating from the early 19th century is the direct comparison of two systems or country specific approaches to determine similarities or differences. An example of this was a comparison of differentiation as a pedagogical strategy to support learners studying for an International Baccalaureate (IB) in a twocenter study in Hong Kong SAR, China and Australian schools (Dulfer and Akhlaghi Koopaei, 2021). While this classical approach is still used in educational research (Jortveit et al, 2020;Moberg et al, 2020;Goodwin and Low, 2021), other approaches have since developed.…”
Section: Literature Reviewmentioning
confidence: 99%