Using Reflection, Feedbacks, and Feedforwards to Improve Learning and Assessments

This report discusses the importance of using reflection, feedbacks, and feedforwards to improve learning and assessments. It includes a definition of reflection and how it works, as well as the stages of Gibbs' and Kolb's models for reflective learning. The report also covers the working of feedbacks and feedforwards, and how they can improve formative and summative assessments. The importance of timely and constructive feedback is emphasized, along with the need for proper timing for feedforwards. The report concludes with a summary of the key points discussed.

Orientation for Success in
Higher Education

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
MAIN BODY..................................................................................................................................3
First Paragraph.................................................................................................................................3
Define reflection..........................................................................................................................3
Describe how reflection works....................................................................................................4
Explain how reflection helps in learning.....................................................................................4
Explain how each part of Gibb’s or Kolb’s model can be used to reflect...................................4
Second Paragraph-...........................................................................................................................5
Working of Feedbacks-................................................................................................................5
Working of Feedforwards-..........................................................................................................5
Use of the first 3 parts of Gibb’s model for feedback-................................................................5
Use of the last 3 parts of Gibb’s model for feedforward-............................................................6
Third paragraph...............................................................................................................................6
How feedback can help improve formative/summative assessments-........................................6
How feedforward can help improve formative/summative assessments-...................................6
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................1

INTRODUCTION
Success orientation are the highly motivated students for achieving the success and are these are
less concerned about avoiding the failure. Success oriented people are the much important as this
helps in providing the opportunity to see everything in the positive way. The success oriented
students have the ability to face the obstacles and the challenges (Kunst, van Woerkom, and
Poell, 2018). This helps them in effectively achieving the goals and objectives of the learning
and they are able to success by their positive attitude towards learning. This report is comprised
of the three paragraphs such as the first paragraph will discuss the definition of the reflection as
well as how this helps in the learning process using the Kolb’s and the Gibbs’ model of
reflection. The second paragraph will discuss the working of the feedback and the feedforward.
The third paragraph will discuss the how the feedbacks and the feedforwards helps in improving
the forward assessments.
MAIN BODY
First Paragraph
Define reflection
Reflective writing means writing something by memorizing, observing and by thinking. Writing
in our own words just by memorizing what person has understood and remember. Reflective
writing is a way to show how an individual remembered something whatever it is Essay, Movie,
article etc. Reflective is not a personal thing, it is only about what has just happened already or
what is going to happen (Mao and et.al., 2020). It is a process of critically thinking and analysing
while writing. It is a mental process regarding thoughts and opinions while letting others know
about thoughts an individual have. There are some important areas have to be focused on:-
 Description
 Interpretation
 Outcome

Describe how reflection works
In reflective writing, Person who is reading and understanding the matter which is written by the
writer should understand matter by the point of view of the writer about what writer had
understood in its own way. It is “re” working element where re-read, re-write, re-understand the
data. Reflection here works like describing something that an individual had read in its own
words pouring the own understanding towards others. It is just another way of reflecting things
that studied to others deeply.
Explain how reflection helps in learning
Reflection helps in learning in such a way that learner as person, individual or organization
shows or reflect on the knowledge of based on experience, decision etc. Reflective learning helps
the learner to get involve it the study which helps the learner to improve the understanding and
knowledge. It allows learner to continuously learning and bring activeness and encourage to
learn more along with improvement (Bickford, 2020). It should be necessary in some field where
revisit is necessary just for improvement and for in-depth thinking and learning.
Explain how each part of Gibb’s or Kolb’s model can be used to reflect
Gibb's model:-
Gibb's model generally shows the structure of learning from the experiences. From the
experiences that an individual get from past understanding.
It is covered in 6 stages:-
1. Give Description of all the past experiences.
2. Reflect the feelings and thoughts about the experience.
3. Let people know about the evaluation of the experience that have been made whether was
good or bad (Carter-Cram, 2021).
4. Analysing the situation that makes sense.
5. Show by conclusion that what did individual has learnt and what could be change.
6. What if similar situation would be with person in the future and what will be action plan at
that time by reader.
Kolb's Model :-
Kolb's Model is also known as experimental learning. It is mainly focus of the relating process of
learner. It consist of four stages:-

1. feeling (Concrete) It is based on the daily familiar experiences at different circumstances.
2. Watching (Reflective observation) By watching reflect the experiences by observing
3. Thinking (Thinking) Getting new ideas and learning from it and experiencing from
situations (Gadbury‐Amyot, Godley and Nelson, 2019).
4. Doing (Active) by recognizing the situation what would be possibly done by an
individual if that person is in relatable situation.
Second Paragraph-
Working of Feedbacks-
The feedbacks help in promoting the personal as well as the professional growth. The feedback is
all about active listening, taking the proper time for analysing and then providing the best
possible way for the solution for performing better in the future. It also provides the positive
criticism and enables to see what all changes are required in the personal as well as the
professional development. The feedback focuses on the issues, it is specific and it also provides
the summary for the improvements. These are much important tool for evaluating the
performance level of the individual.
Working of Feedforwards-
Feedforwards are the reverse process of the feedback as this is the process of the replacing the
positive as well as the negative feedbacks with the future oriented solutions. It is basically
focusing on the future and not on the past. Feedforwards provides the information for the images
and many more for the what an individual can do in the future rather than focusing on the what
the individual has done in the past. Feedforwards may be defined as the images or the structure
for the future behaviour. These are very important for the students as this helps them in looking
forward for what can be done as the guidance of how the things can be done better in future
(Soundiraraj and Babu, 2022).
Use of the first 3 parts of Gibb’s model for feedback-
The first three parts of the Gibbs’s model are the Description, feelings as well as the Evaluation.
Description- This stage of the reflective model helps in explaining the thought of the learning
experience. This will help in the process of the feedback as this will provide the brief description
of what all things have happened throughout the learning process.

Feelings- This stage helps in understanding the how the individual felt while learning process.
This will help in the feedback as this will enable to know what all things has made the
satisfactions and what does not.
Evaluation- This stage will help in knowing what all things happened bad and the good. This
stage will be much helpful in the feedback process as using this evaluation the feedback can be
made (Brooks and et.al., 2019).
Use of the last 3 parts of Gibb’s model for feedforward-
The last three parts of the Gibbs’ reflective model are Analysis, conclusion and the action plan.
Analysis- This stage of the model helps in understanding the what all things in the learning
experience has made sense as well as how much the learning process is meaningful. Through
this, the feedforwards can be made by focusing on future.
Conclusion- This stage will also help in the process of making the feed forwards as by knowing
what all things can be done in future.
Action Plan- Action plan is the stage which has the direct information of how this acquire
knowledge can be applied in the future as this is the same which happens in the feedforwards.
Third paragraph
How feedback can help improve formative/summative assessments-
Feedbacks are much important for the students as it helps them in understanding their position in
learning goals and what they have to do further. Feedbacks helps in improving formative
assessments as this provides the opportunities for improving by knowing the what things they are
doing right and wrong (Alonso and et.al). The feedbacks in the summative assessments helps in
better understanding of the own knowledge and provide ways to improve. Summative feedbacks
have the ability of improving the summative assessments as it helps the faculty to give more
emphasis on the learning of the students and helps them in better understanding of the own
knowledge of the which leads to the improvements. The feedbacks help the students as well as
the teachers to improve their performance as this provides them the guidance which is helpful for
them to improve the performance (Carless, 2019).
How feedforward can help improve formative/summative assessments-
Feedforwards focuses on what can be done in the future without considering the past. These are
provided on the time when the action could be taken as this helps the individual to improve the
formative as well as the summative assessments. This helps in the ensuring about the assessment

which has the direct impacts on their learning. Feedforwards are the timely and the constructive
feedbacks which helps in taking the immediate action (Abraham, 2022). This also helps in the
same manner as of the feedbacks but they require the proper timing for the improvements.
Feedforwarding is done as reinforcing the work as well as then providing the ideas for the next
time in future this automatically when done in the future contributes to the improvements in the
formative as well as the summative assessments.
CONCLUSION
From the above report it can be concluded that, there is much importance of using the feedbacks
and the feed forwards for improving the summative as well as the formative assessments. This
report is comprised of the three paragraphs as first paragraph has discussed the definition of the
reflection as well as the importance of the models for reflective learning. The second paragraph
has discussed the working of the feedbacks as well as the feedforwards as well as how the stages
of the Gibbs’ model of reflection helps in the feedbacks process. Further, the third paragraph has
discussed the improving the summative and the formative assessments using the feedback and
the feedforwards.

REFERENCES
Books and journals
Abraham, R.M., 2022. Reflection on improving feedback skills and a framework for moving
towards feed forward. Bangladesh Journal of Medical Science, 21(1), pp.206-212.
Alonso, D.R., and et.al., Multi-label classification of feedbacks. Journal of Intelligent & Fuzzy
Systems, (Preprint), pp.1-7.
Bickford, C., 2020. Digitalization and the Writing Classroom: A Reflection on Classroom
Practices. Journal of Academic Writing. 10(1). pp.146-153.
Brooks, C., and et.al., 2019. A matrix of feedback for learning. Australian Journal of Teacher
Education (Online), 44(4), pp.14-32.
Carless, D., 2019. Feedback loops and the longer-term: towards feedback spirals. Assessment &
Evaluation in Higher Education, 44(5), pp.705-714.
Carter-Cram, K., 2021. Diversity in the Writing Center: The Impact of Reflection on Inclusive
Practices.
Gadbury‐Amyot, C.C., Godley, L.W. and Nelson Jr, J.W., 2019. Measuring the level of
reflective ability of predoctoral dental students: early outcomes in an e‐portfolio
reflection. Journal of Dental Education. 83(3). pp.275-280.
Kunst, E.M., van Woerkom, M. and Poell, R.F., 2018. Teachers’ goal orientation profiles and
participation in professional development activities. Vocations and Learning, 11(1),
pp.91-111.
Mao, X. and et.al., 2020, October. Relational reflection entity alignment. In Proceedings of the
29th ACM International Conference on Information & Knowledge Management (pp.
1095-1104).
Soundiraraj, S. and Babu, B.A., 2022. Reflective Practice for Teachers in the Post-Method
Era. Contemporary ELT Strategies in Engineering Pedagogy: Theory and Practice.
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