Feedforward. The Key to Improve Learning in Higher Education

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Author(s): Maite Fernández-Ferrer (University of Barcelona, Spain)and Laura Pons-Seguí (University of Barcelona, Spain)
Copyright: 2017
Pages: 19
Source title: Innovative Practices for Higher Education Assessment and Measurement
Source Author(s)/Editor(s): Elena Cano (University of Barcelona, Spain)and Georgeta Ion (Universitat Autònoma de Barcelona, Spain)
DOI: 10.4018/978-1-5225-0531-0.ch010

Keywords: Education / Higher Education / Information Science Reference / Learning Assessment and Measurement

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Abstract

In higher education context, it is important to stimulate feedback and students' self-regulation. Shute (2007) ensures that giving a formative feedback means to communicate information to the students to change their thinking or behavior in order to improve their learning. This improvement through constant feedback has been the basis of the experience presented below. The work presented here is part of the project “Design, implementation and evaluation of proposals for sustainable feedforward” (reference REDICE2014-966), funded by the Institute of Education Sciences at the University of Barcelona, which aims to design and implement feedforward practices in different degrees at the Spanish universities participating in the project. The analysis of this research highlights what kind of feedback is being implemented in higher education and which the perceptions of students and teachers relating to the implemented practices and the obtained results are.

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Feedforward. The Key to Improve Learning in Higher Education

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