{"title":"Moving from Feedback to Feedforward in IBDP classrooms","authors":"N. Dulfer, Firoozeh Akhlaghi Koopaei","doi":"10.1177/14752409211032528","DOIUrl":null,"url":null,"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 and semi-structured interviews, while their teaching practices were evaluated using a lesson observation instrument. Results indicated that participants were aware of the importance of providing feedforward techniques and tools in the classroom to support students in closing the gaps between their current performance and desired performance. Not all teachers, however, incorporated feedforward in all their lessons as a learning tool or differentiation strategy to enhance students’ learning experience and assessment outcomes.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211032528","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14752409211032528","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
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 and semi-structured interviews, while their teaching practices were evaluated using a lesson observation instrument. Results indicated that participants were aware of the importance of providing feedforward techniques and tools in the classroom to support students in closing the gaps between their current performance and desired performance. Not all teachers, however, incorporated feedforward in all their lessons as a learning tool or differentiation strategy to enhance students’ learning experience and assessment outcomes.
期刊介绍:
The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.