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Feedforward practices: a systematic review of the literature.

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Title: Feedforward practices: a systematic review of the literature.
Authors: Sadler, Ian1, Reimann, Nicola2, Sambell, Kay3
Source: Assessment & Evaluation in Higher Education. May2023, Vol. 48 Issue 3, p305-320. 16p. 3 Charts, 1 Graph.
Subject Terms: *Psychological feedback, *Higher education, *Teaching, *College students, Meta-analysis, Self regulation, Judgment (Psychology)
Abstract: The notion of 'feedforward' has emerged as popular with practitioners, and there has been an upsurge in publications which include this term. This interpretivist and conceptual systematic review sought to consider the different forms of educational practices that are framed in relation to feedforward. The initial search of four electronic databases found 1076 articles published between 2007 and 2019, which were reduced to 68 once duplicates had been removed and exclusion/inclusion criteria applied during screening and eligibility procedures. An iterative meta-ethnographic approach to analysis resulted in the identification of five main practices, framed as feedforward. These were: alignment and timing (41%); use (25%); comments (18%); self-review (9%); and teaching (7%). The vast majority involved a process where student improvement was a key goal, but the design of this process differed between practices. A large proportion supported improvement from one task to the next, almost exclusively within the 'future horizon' of the module/study unit, while only a small proportion of articles focuses on improving the amount, nature or quality of the information delivered to learners. Evidence of student sense-making and uptake was rarely sought, and few practices offered genuine opportunities for student agency, self-regulation and the development of evaluative judgment. [ABSTRACT FROM AUTHOR]
Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. May2023, Vol. 48 Issue 3, p305-320. 16p. 3 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Self+regulation%22">Self regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+%28Psychology%29%22">Judgment (Psychology)</searchLink>
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  Data: The notion of 'feedforward' has emerged as popular with practitioners, and there has been an upsurge in publications which include this term. This interpretivist and conceptual systematic review sought to consider the different forms of educational practices that are framed in relation to feedforward. The initial search of four electronic databases found 1076 articles published between 2007 and 2019, which were reduced to 68 once duplicates had been removed and exclusion/inclusion criteria applied during screening and eligibility procedures. An iterative meta-ethnographic approach to analysis resulted in the identification of five main practices, framed as feedforward. These were: alignment and timing (41%); use (25%); comments (18%); self-review (9%); and teaching (7%). The vast majority involved a process where student improvement was a key goal, but the design of this process differed between practices. A large proportion supported improvement from one task to the next, almost exclusively within the 'future horizon' of the module/study unit, while only a small proportion of articles focuses on improving the amount, nature or quality of the information delivered to learners. Evidence of student sense-making and uptake was rarely sought, and few practices offered genuine opportunities for student agency, self-regulation and the development of evaluative judgment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02602938.2022.2073434
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        Text: English
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              Text: May2023
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