Different types of feedback
The reason for feedforward is that feedback received on a final assignment isn’t actionable within the course itself. Instead, we can provide feedforward from an earlier activity that is directly related to the final assignment, so that this demonstrates to the students what they need to do.
Although feedback from a tutor results in greater learning gains, both giving and receiving constructive feedback between peers are critical skills that can be incorporated into a course design to help encourage an engaged learning community.
I found this useful list of types of questions on Wikimedia Commons:
- Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education, Review of Educational Research, 83(1): 70-120.
- Kauffman J., Schunn C. (2011). Students’ perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39, 387–406.
- O’Shea, C. (2018). Collaborative writing, feedforward and connoisseurship: the Assessment, Learning and Digital Education group assignment. Available: http://www.teaching-matters-blog.ed.ac.uk/collaborative-writing-feedforward-and-connoisseurship-the-assessment-learning-and-digital-education-group-assignment/.
- Principles of good formative assessment
“When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment.” ~ Paul Black, frequently cited as a forefather of formative assessment research
(Quote: "When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment." ~ Paul Black, frequently cited as a forefather of formative assessment research Flickr photo by technovore shared under a Creative Commons (BY-SA) license)