Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation

Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation We know from research across all levels of education that feedback and interactive teaching have the greatest positive effect on students’ achievement. However, in higher education, teachers’ constructive feedback often logistically cannot be delivered in time for all students to apply to future tasks. In this article, we report on a study of an interactive teaching approach using assignment exemplars to provide students with before-task ‘feedback’ or feedforward. We evaluated the effectiveness of the approach through a questionnaire and analysis of students’ grades. Our results show that while the teacher’s explanation of the exemplars was an important positive factor in students’ achievement, some students did not improve their performance although they understood the quality of work expected. We discuss implications for teachers in teaching discipline-writing skills as part of an exemplar-based approach to providing feedforward. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Active Learning in Higher Education SAGE

Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation

Download PDF
11 pages

Loading next page...
 
/lp/sage/providing-exemplar-based-feedforward-before-an-assessment-the-role-of-Q4FN0P06PN
Publisher
SAGE
Copyright
© The Author(s) 2016
ISSN
1469-7874
eISSN
1741-2625
DOI
10.1177/1469787416637479
Publisher site
See Article on Publisher Site

Abstract

We know from research across all levels of education that feedback and interactive teaching have the greatest positive effect on students’ achievement. However, in higher education, teachers’ constructive feedback often logistically cannot be delivered in time for all students to apply to future tasks. In this article, we report on a study of an interactive teaching approach using assignment exemplars to provide students with before-task ‘feedback’ or feedforward. We evaluated the effectiveness of the approach through a questionnaire and analysis of students’ grades. Our results show that while the teacher’s explanation of the exemplars was an important positive factor in students’ achievement, some students did not improve their performance although they understood the quality of work expected. We discuss implications for teachers in teaching discipline-writing skills as part of an exemplar-based approach to providing feedforward.

Journal

Active Learning in Higher Education – SAGE

Published: Jul 1, 2016

There are no references for this article.