Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented
Abstract
As part of well-planned formative assessment, feedback can help students to understand the demands of a summative assessment task, evaluate their current level of performance, and then find ways to close the gap. As students take a more active role in this process, their feedback can be thought of as becoming ‘feedforward’ since it serves a specific purpose and drives student action. As the value of formative assessment design is becoming...
Paper Details
Title
Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented
Published Date
Jan 1, 2017
Journal
Pages
1 - 15
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