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ERIC Number: EJ1130658
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1755-1382
EISSN: N/A
Feedforward: The Responses of Accounting Students
Parry, Simon; Bamber, Matt
Practitioner Research in Higher Education, v4 n1 p62-72 2010
Although the theoretical benefits of feedback are generally well established, in practice those benefits can be less than clear. This is particularly the case on shorter courses, where students have limited scope to integrate feedback into future assessment performance. If we accept that one of the key purposes of feedback is to encourage students to reflect on--and subsequently change--their performance, there is a strong argument for feedforward in such cases. This paper analyses the performance of 137 students on an MBA module in financial decision-making. An assignment was delivered to two groups, one of which was involved in a structured feedforward exercise. At the end of the module all students completed an evaluative questionnaire. In addition, a focus group was held with a group of students who had been involved with the feedforward exercise. The study found that increased support and guidance through the feedforward process had no significant impact on student performance, but that student satisfaction increased. The question of performance was found to be intertwined with complex issues of strategic approaches to learning, satisficing behaviour, "spoon-feeding" reactions and workload management. The study points to a need for more qualitative research into students' strategies for assessment.
University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A