Moving from Feedback to Feedforward in IBDP classrooms

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2021-08-01 DOI:10.1177/14752409211032528

N. Dulfer, Firoozeh Akhlaghi Koopaei

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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.

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IBDP课堂中从反馈到前馈的转变

人们普遍接受建设性反馈对学生学习进步的积极影响。然而，很少有研究调查前馈在高风险学习环境中的作用。本研究探讨了香港和澳大利亚国际文凭课程课堂上的反馈和前馈实践。本文分析了18名教师对反馈和前馈的实践和看法。使用调查和半结构化访谈分析了教师对前馈的看法，同时使用课堂观察工具评估了他们的教学实践。结果表明，参与者意识到在课堂上提供前馈技术和工具的重要性，以支持学生缩小当前表现与期望表现之间的差距。然而，并非所有教师都将前馈作为学习工具或差异化策略纳入所有课程，以提高学生的学习体验和评估结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

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.