Rizzuto, Joseph and Efcharis, Balodimou (2019) Understanding feedback and feed-forward : insights drawn from project-based learning. In: University of West London Festival of Learning and Teaching; 03 Jul 2019, Ealing, U.K.. (Unpublished)

Abstract

Feedback plays an integral role in the success of Project-based learning (PBL). It is very important that students recognise when feedback is being provided and that it is constructive; not just backward-looking, and includes explanations on aspects of the work which are relevant to subsequent assessments (HEA, 2013; Doughney, 2014). Focusing on particular factors therefore helps feedback to function as feed-forward for future work (Nicol and Macfarlane-Dick, 2006). PBL is an active and dynamic pedagogy where students learn by enacting and solving real case scenarios involving, in this case, the design and construction of buildings and infrastructure. Project-based design modules mostly involve group work which leads to enhanced communication and the development of inter-personal skills (HEA, 2103). Assessment in PBL is often via group and individual submissions with the individual submission set to determine each student’s overall contribution. This normally requires reflection on group interaction and is based on gained experience of how concept and final designs, procedures and time management are developed (Choi and Kim, 2016; Royalty, 2017). The student output expected in PBL requires thinking and creativity focussed on seeking satisfactory solutions which are usually balanced against client needs (Adams et.al., 2011). Assessment tasks in PBL need to be carefully defined to ensure they allow for personal decision making and also cover learning outcomes (Saidani and Rizzuto, 2000; May, 2009). Students rely on good quality, effective and timely feedback to identify areas in which they are doing well and areas in need of development (QAA, 2018). Students’ understanding of the feedback they receive is therefore very important. This is seen as an activity that helps accelerate student learning as continual discourse creates a positive educational environment which enhances student performance and outcome. The presentation of this Abstract will highlight how feedback and feed-forward is implemented to benefit student learning in PBL.

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