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ERIC Number: EJ1103019
Record Type: Journal
Publication Date: 2016-Jul
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1469-7874
Providing Exemplar-Based "Feedforward" before an Assessment: The Role of Teacher Explanation
Hendry, Graham D.; White, Peter; Herbert, Catherine
Active Learning in Higher Education, v17 n2 p99-109 Jul 2016
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.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A