Enhancing Learning: Reflective Practices & Feedback in Education

This essay delves into the significance of reflective learning in higher education, employing Gibbs' reflective model to illustrate the process of learning through experience. It elucidates the nature of feedback and feedforward mechanisms, emphasizing their roles in enhancing both formative and summative assessments. The discussion covers how formative feedback, utilizing a reflective approach, aids students in acquiring essential skills and addressing learning gaps, while feedforward strategies prepare students for future assessments. Ultimately, the essay concludes that reflective practices and constructive feedback are crucial for improving learning outcomes, boosting student confidence, and achieving academic success by bridging the gap between current and desired performance. Desklib offers a wealth of similar resources for students seeking academic support.

ORIENTATION FOR
SUCCESS IN HIGHER
EDUCATION

Table of Contents.
INTRODUCTION...........................................................................................................................3
MAIN BODY ................................................................................................................................3
Describing reflection and reflective approach to learning, using a relevant model of reflection3
Describing the nature of feedback and feed forward...................................................................4
Feedback and feed forward can inform and improve future formative and summative
assessments..................................................................................................................................5
CONCLUSION ..............................................................................................................................6
REFERENCES ...............................................................................................................................7

INTRODUCTION
Reflective learning is the approach which helps in defining about learning with various
experiences. It helps an individual in developing various skills as of critical thinking and
supports on analysing the performance. It mainly helps in accomplishing and providing
opportunity for sharing various accomplishments as by encouraging as to focus on the strengths
and weakness. The formative feedback and feed forwards aids helping and learning better by
understanding the difficulty of students for improving lacking areas in learning as it helps in
supporting effective as it aids in providing the better understanding by identifying the lacking
and misunderstanding areas. This essay provides details about describing the Gibbs model of
reflection with using learning. Also, describing nature of feedback and feed forward with
choosing models. Further it also provides details about the approach of feedback and feed
forward using model. Also, explaining about the feedback and feed forward improve future
performance and summative assessment.
MAIN BODY
Describing reflection and reflective approach to learning, using a relevant model of reflection
Gibbs reflective model of refection helps in increasing about the various stages of
experiences wit the helps of mainly six stages. The Gibbs model of refection helps in thinking
clearly by defining the experiences and the activity as for drawing conclusions about the
experiences. By using this model aid in supporting and help individual in describing the situation
in clear manner as while learning and aids in making sense by understanding situation and
experienced in detail. This model is mainly consisting of six stages including:
Description stage comprises describing the experiences by drawing proper conclusion as
for situation. This stage aid in describing about the factual describing of event happened by
supporting with suitable instances for understanding in detail about the experienced. In this
learners explains about the situation as of what happened, where it happened, the audiences
present at the time of happening of an event also describing of the outcome of the situation
happened.
With describing Feelings At this stage learners described about the feelings of situation.
Mainly the description of feeling and thoughts arrived while experiencing the situation. Mainly
learners describing about the feeling and experiences before and after the situation or learning,
also the others felt about the same situation.

Evaluation This stage mainly involving and reflecting about the positive and negative
experiences about the situation. This helps in explaining about the situation was in favour of
resulted in negatively. Also, considering various factors contributing as for achieving the
situation and results on positive and negative outcomes.
Analysis at this stage understanding abut the situation as what happened and aids in
emphasizing on learning about various modules in classroom towards the students which is
being taught by the teachers. Learners Reflecting about the learning experience about the whole
situation and experience.
Conclusion learners here mainly concluding about the experience. Learners as being
students concluding about learning with using various styles and conducing about positive
situation. Also, reflecting about the skills and positive attribute being developed while handling
the particular situation and aids in positive learning.
Action plan building action plan for handling the situation and same circumstances in
future if arriving (Gibbs' Reflective Cycle, 2022.). Also, taking and consisting various solution
and developing various actions and skill for better performing in the particular situation in better
way.
Thus, by learning with using the reflective experiences with suing model helps in better learning
and taking various use by understanding the situation in detail and aids in acquiring various
skills for handling situation in future.
Describing the nature of feedback and feed forward
Feedback is mainly descried as the process of evaluating the information and assessment
as by information as for taking various actions for correcting various concerns. Feedback are
mainly of two types as of summative and formative feedback, the summative mainly describing
abut the feedback which is generated and provided after completing assessments. Also,
formative assessments describing about the giving feedback within course of action. Giving
feedback with using reflective approach helps in describing a for acquiring necessary skills as
for achieving the standards and attaining the same situation in future with proper manner (Tan
and Chen, 2022). As feedback plays main role as for teaching also in effective learning while
attaining various classroom lectures and modules given by teachers related to academics.
Feedback which are formative in nature is used by teachers also students as by using reflective
approach it helps in reflecting about the teachers from students as for improving the teaching

methods and available resources used for teaching all student in classroom. Also, for students
feedback aids in effectively learning and evaluating students on the basis of assessments.
Further, helps in achieving various necessary skills for learning and teaching the academics. For
formative feedback by students and learners aids in reflecting with adopting various tools which
helps in improving performance. Feedback consisting of good quality aids in providing better
gaining knowledge as or improving the performance and acquiring necessary skills for
performing better in academics (Dickson, Harvey and Blackwood, 2019). When students are
performing and learning up to mark aids in lesser contributing to feedback. Thus, students does
not aid in better learning according to regularly feedback given by teachers as for boosting skills
and other abilities in learning. As by taking feedback from teachers helps in better learning and
gaining better experience about the effective learning in classroom.
Furthermore, nature of feed forward is the strategy which is used for providing students
in classroom with particular exposure and practising early about the assessments. Feed forward
aid in focusing on current performance of students in classroom. This approach is mainly used
for guiding students as for improving with adopting certain actions. As with using feed forward
assessments helps in assessing reflections and using past experience for adopting certain actions
plan. Also with using feedback and feed forwards helps in emphasizing on improving better
performance while learning and performing various assessment in classroom. Also, helps in
engaging better to all students by improving grades in learning and doing assessments.
Feedback and feed forward can inform and improve future formative and summative
assessments
Formative assessment is mainly comprising of the ongoing process which is mainly sued
for improving students learning with supporting learning outcomes in fruitful manner. As
feedback with using reflective approach as of Gibbs model, the feedback helps students in
providing various opportunities to students for as for working and appearing better. As with
feedback regularly improves skills aid in better learning and helps in engaging grades and
regularly testing results. This further helps in regularly improving skills by recognizing various
problems faced while performing various assessment of academics (What is formative
assessment?, 2022). Also, the feedback helps in giving confidence to all students as for
appearing into both summative and formative amassments by improving lacking skills and
abilities of writing and appearing into academics.

Feedback helps in achieving success for students by achieving better learning and
addressing various gaps as for learning by solving various problems (Broadbent, Panadero and
Boud, 2018). Also, the feed forward and feedback helps in improving and appearing into the
formative assessments as it aids in directing for learning and using various resources supplied by
teachers in effective way. Also, helps in deeper thinking and changing various perceptions and
factors for learning.
Summative assessment is mainly comprising the programs and tests which is generated at
last of pursuing throughout the courses in academics. It is mainly involving about the skills and
knowledges gained after the entire learning and achievements. With suing feedback and feed
forward helps in improving students while learning and gaining necessary knowledges. It aids in
comprising about adopting future courses of action as for appearing and performing well into the
cumulative assessment which helps in improving grades and marking of students (Bhat and
Bhat, 2019). Feedback in submittive assessments helps in enabling students with learning and
understanding for performing better, it also simplify processes with learning in quality as by
assessing and inspiring motivational benefits with resolving gap between the current and desired
performance. Thus, feedback and feed forward helps students in effective learnings and
achieving the better results with improving grades also provide better result in formative
assessment.
CONCLUSION
From the above essay it can be concluded that, reflective practices as of using Gibbs
model. Reflective learning helps in adopting necessary skills by bridging gap as by resolving
various conflicts and problems in learning. Feedback supports students in effective learning as it
aids in assessing students by determining learning gaols and helps in boosting students
performance. Also, positive feedback from teachers helps in motivating better learning.
Furthermore, it supports in providing and learning with all the available resource which helps in
acquiring deep thinking skills and advancing own learning techniques. It also improved various
opportunities for improving overall work and increasing final marks which result in rising grades
obtained in summative assessments. Feed forward also helps in advancing personal growth and
increasing confidence with acquiring necessary skills which helps in learning and adopting
fruitful manner.

REFERENCES
Bhat, B. A. and Bhat, G. J., 2019. Formative and summative evaluation techniques for
improvement of learning process. European Journal of Business & Social
Sciences. 7(5). pp.776-785.
Broadbent, J., Panadero, E. and Boud, D., 2018. Implementing summative assessment with a
formative flavour: A case study in a large class. Assessment & Evaluation in Higher
Education. 43(2). pp.307-322.
Dickson, H., Harvey, J. and Blackwood, N., 2019. Feedback, feedforward: evaluating the
effectiveness of an oral peer review exercise amongst postgraduate students. Assessment
& Evaluation in Higher Education. 44(5). pp.692-704.
Tan, J. S. and Chen, W., 2022. Peer feedback to support collaborative knowledge improvement:
What kind of feedback feed-forward?. Computers & Education. p.104467.
Online
What is formative assessment?. 2022.[Online] Available through:
<https://blog.irisconnect.com/uk/how-to-improve-your-assessment-feedback-skills>
Gibbs' Reflective Cycle. 2022.[Online] Available through:
<https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-
reflective-cycle>