Feedback & Feedforward: Reflective Approach for Future Assessments

This essay delves into the significance of reflective learning within the context of business and management education, emphasizing its role in fostering critical thinking and enhancing practical skills. It examines the nature of feedback and feedforward mechanisms, highlighting how a reflective approach to these can substantially improve future academic assessments. The essay references Gibbs’s reflection model, discussing its various stages and their application in learning. Furthermore, it differentiates between formative and summative feedback, underscoring their respective contributions to student development and academic performance. The study concludes that integrating reflective practices with constructive feedback is essential for students to identify errors, enhance productivity, and achieve academic success, which can be found with past papers and solved assignments on Desklib.

Academic Writing for
Business and
Management

Contents
INTRODUCTION...........................................................................................................................................3
1.Describing reflection and reflective approach to learning....................................................................3
2. Describing the nature of feedback and feed forward..........................................................................5
3. Describing how a reflective approach to feedback and feedforward can improve future assessments
.................................................................................................................................................................6
CONCLUSION...............................................................................................................................................7
REFERENCES................................................................................................................................................8

INTRODUCTION
Reflective learning is the method whereby individuals obtain new abilities and information.
It is a tool which provides educators the capacity and capability to identify the ideas with which
a student struggles. For the purpose of assisting and fostering communication among people, the
current study will provide comprehensive details concerning reflective learning and
programmers. There are many different learning principles that can aid in students' and
instructors' goal-achieving. The teaching and learning process and growth involves the learner
reflecting on their ideas and expertise. The paper will also examine the substance and
methodology of reflective frameworks. In the research study, a reflective approach to feedback
and feedforward is discussed. The report's conclusion will also include the advantages of
summative and formative evaluations in the educational process.
1.Describing reflection and reflective approach to learning
The reflection method to learning enables learners to take a breather from their learning abilities,
build critical thinking skills, and enhance actual prospects. Additionally, it evaluates what the
pupils have discovered and understood as a result. Students and educators are urged to consider
their own skills, abilities, and expertise in education (Feedback for students, 2021). Making
strong links between continuing education programs is the primary goal of reflective learning.
Educators will benefit from being able to relate previous educational situations. In order to better
comprehend a subject, students might have a greater understanding of the skills and exercises
used throughout listening and communication. It will facilitate the generation of insightful
comments on how they found the educational programme and its learning materials.
Additionally, it will guide choices for potential learning architecture. It promotes reflection as a
discipline in the office to drive one-on-one learning techniques and enhance social connection.
Reflective Learning
The process of learning whereby instructors and students reflect on what they have
studied, understood, and done in relation to their education. Reflective learning incorporates
individual story and abilities in order to increase learner and student awareness of their actions.
During learning, students will gain experiences regarding their objectives as well as new
understandings of practice and assurance. There are many different learning styles, but reflective

learning has recently gained attention in the context of schooling, as per academics. Reflective
learning is a methodical education process that takes place beyond rote memorization of facts
and dates. Students and teachers can improve their own improvement or progress with the aid of
this education. Through reflective acts, one may well become conscious of the intentions or
objectives. Reflective learning involves a circle of learning that must be revisited and revisited.
All instructors may use this technique to connect one ability to the next. It is utilized to help
pupils advance as much as possible, making it an essential component of teaching approach.
Gibbs’s reflection model
One of the most well-known systems of reflective learning is the Gibbs Reflection
Model, which was created by Gibbs Graham to give education from abilities and knowledge
some structure. This paradigm has six different phases that each examine skills and abilities and
provide educational advantages of their own (Fondahn and et.al., 2021). Professionals utilise it
since it is a straightforward method. It utilized to provide recommendations for improving one's
condition and self. It is a theory that places a focus on being conscious of one's experiences and
opinions. Instructors and learners may use this strategy to make plans and draw lessons from
activities that either succeeded or failed.
1. Description of the abilities and experiences – In this scenario, the learners have the option to
provide a comprehensive explanation of the circumstance. The key discussion that may be had in
this context is what transpired in during meeting and how things turned out.
2. Evaluation of the teachable moment, which can be positive or negative - In this case, the
person gets the option to assess what went with and what didn't. The person must be as sincere
and upbeat as they can be. It must carefully consider the situation looks good and unfavorable
elements.
3. analyzing the circumstance to make understanding and present - This phase gives the student
the chance to interpret the stories of the previous and current. It is simple to decipher the
significance from it, and one should focus on the many elements that performed well and poorly.
4. Emotions regarding the present and past experiences—in this situation, one may discuss any
feelings or ideas they had at the time of the incident and how they affected them.

5. Reflection on the learning process and what the students may have done something different
(Jha and Vazirani, 2021). This is a situation where learning may be summarized and where it is
highlighted what actions need to be changed and what needs to be improved for individual
planning.
6. An action plan outlines how learners will respond to certain circumstances or any
modifications they would see necessary for upcoming obligations. Reminders can occasionally
be useful for developing the necessary.
2. Describing the nature of feedback and feed forward
Feedback trim corrects and provides real experience for errors or faults that need to be
quantified, unquantified disruptions, and inadequacies in the method. For instance, whenever
anyone obtains feedback, they are given specific details on their performance and achievements.
Positive feedback motivates a learner or expert to reach their objectives and enhance their output
or performance. In contrast, feed forward is the opposing activity that replaces positively or
negatively information with issues and challenges that are focused on the future. In addition to
assessing difficulties, it manages the current issue. Since it centers on future education, it is
concerned with human action.
The combined results of the two evaluations offer recommendations on how to manage
education and make sure that evaluation impacts learning in a positive and progressive way. It is
intended to avoid errors and mistakes that might be brought on by procedure entry and
interruptions that are identified by a feedback controller (Thiagraj, KARIM and VELOO, 2021).
It is beneficial to concentrate on students' present ability, production, and learning preferences. It
may just serve to support the grades given, while feedforward anticipates an implementation plan
for the next project and offers suggestions on how to improve.
Gibbs claims that the most common types of feedback that can boost students' engagement
are markings, scores, and comments on tasks. Teachers really provide feedback and feedforward
to students in order to clarify how a final grade was determined and to make the desired point
regarding the best course of action. Grades or marks help students comprehend what they can
take away from the current project and what they can do to improve on it in the next
assignments. It is capable of analysing emotions, assessments, and educational process

descriptions. The teachers can provide comments using information content. Thought must be
given to the timeliness of feedback, such as when a teacher assigns work but fails to provide
feedback on schedule. It will have an effect on the kids' performance and output (Pitts, 2021). As
a result, the children may discuss their emotions while planning and learning. At the end of the
learning process, Feedforward may be used as a means to encourage educators and learners to
evaluate.
3. Describing how a reflective approach to feedback and feedforward can improve future
assessments
For students to comprehend what they should acquire from the current scenario or task,
degree comments and suggestions are helpful. Additionally, it offers advice on how to perform
better on subsequent assignments or tests (Joyce and Jackson, 2021). Instructors can get insight
on how to improve their instruction by studying students' ideas and knowledge environments.
Feedback is required to assess the quality of the instruction, including the classroom atmosphere,
the curriculum, teacher initiatives, and identity.
Formative feedback: It is a method given by educators to learners even before job is finished.
The goal of this procedure is to assist the student in improving their projects or works and
helping them do very well in the upcoming.
Summative feedback: But at the other side, summative feedback is a final evaluation of the
students' homework wherein students are assigned grades or marks based on their achievement.
This technique might also suggest ways to make subsequent work better. One might finally
motivate them to be engaged in every task and boost productivity or results in order to get
excellent ratings by both assessments.
The diagnostic value of feedback states that whenever the instructor provides excellent feedback
to the students performance and also identifies errors, they should inform the students about what
to do to fix them in order to get better grades moving forward. They will eventually be able to
repair their own error and maintain a positive attitude as a result of this.

CONCLUSION
As per the above report it has been concluded that teachers have to provide learners advice
so they can readily identify their errors and concentrate on how to get excellent grades in the
upcoming without affecting their productivity. Both summative and formative evaluations aid in
the analysis of user work and boost confidence or self-awareness. Instructors can give learners
feedback and feedforward by using the research methodology. By analysing the report, it can be
concluded that prompt feedback can help pupils fix their errors. It's important to pay attention to
how they behave while also giving them useful comments. Purpose of providing students
meaningful feedback and foster a supportive environment, teachers must be precise and detailed.

REFERENCES
Books and Journal
Joyce, S. and Jackson, R., 2021. Reflective practice-What on Earth had I just done?!. BDJ
Team. 8(3). pp.8-10.
Fondahn, E. and et.al., 2021. Assessing for Practice-Based Learning and Improvement:
Distinguishing Evidence-Based Practice From Reflective Learning. Journal of Graduate
Medical Education. 13(2s). pp.86-90.
Jha, S. and Vazirani, N., 2021. Determinants of Team Performance: Mediating Role of Team
Reflective Learning & Team Trust. Indian Journal of Industrial Relations. 56(3).
Thiagraj, M., KARIM, A. M. A. and VELOO, A., 2021. USING REFLECTIVE PRACTICES
TO EXPLORE POSTGRADUATE STUDENTS SELF-DIRECTED LEARNING
READINESS IN MOBILE LEARNING PLATFORM AND TASK-CENTERED
ACTIVITY. Turkish Online Journal of Distance Education. 22(2). pp.192-205.
Pitts, R. T., 2021. Pinpointing Where to Start: A Reflective Analysis on the Introductory
Evaluation Course. Canadian Journal of Program Evaluation. 35(3).
Gayathri, B. and et.al., 2021. Effectiveness of reflective learning in skill-based teaching among
postgraduate anesthesia students: An outcome-based study using video annotation
tool. Medical Journal Armed Forces India. 77. pp.S202-S207.
Dao, P., Chi Nguyen, M. X. N. and Chi, D. N., 2021. Reflective learning practice for promoting
adolescent EFL learners’ attention to form. Innovation in Language Learning and
Teaching. 15(3). pp.247-262.