A Four-Step User’s Guide

By Jan Watson

Feedforward, a process of evaluation that originated in the management world, was developed to improve employee output and identify future goals. In recent years, the shift from feedback to feedforward has presented a new model for how educators respond to student writing. This blog post examines four simple strategies to ensure that the instructor’s feedforward notes are clear, practical, meaningful, and directional in nature. 

When it comes to providing good feedback on student writing, most seasoned instructors know the drill. We know our commentary should be clear and that it should identify a healthy balance of strengths and weaknesses. We also know that our comments should align with the rubric and that the feedback itself should be delivered in a timely manner (Saaed & Mohamedali, 2022). These practices—these absolutes, if you will—have not changed. But feedforward offers something different in the way of future-looking suggestions that direct the student toward a specific writing goal. Rather than pointing out where the writing falls short, which can result in a kind of learned helplessness (one cannot change what was done in the past, after all), feedforward equips the student for success in their future writing endeavors (Rose et al, 2024).

I would further submit that good feedforward is not only instructive and forward-looking but also revelatory, with the instructor’s comments functioning like a mirror that is held up to student writing. This “mirroring” technique is both reflective and suggestive, and when I use it, its underlying message might sound something like this: I see what you have done here. More importantly, I see what you can do. Here is how you might begin to do it even more purposefully next time.

Since adopting the feedforward in my virtual classes at Purdue University Global (PG) a few years ago, I have noticed an uptick in student engagement, motivation, and confidence in the writing process itself. I have also identified four specific steps that ensure a reflective and suggestive response to student work. Step One is preparatory, implemented before the writing even begins. Steps Two, Three, and Four offer suggested practices for crafting effective, forward-looking comments on student writing.

Step One: Help students understand the utility of their writing task.

Feedforward cannot be appreciated if its value is not understood, and commentary on student writing may be meaningless if the student does not understand the purpose of the task being assessed. For my part, I am transparent about conveying the greater purpose of every task my students undertake. For example, I might preface the classroom introduction of an annotated bibliography assignment by saying something like, “This week’s assignment is going to give you an opportunity to consider how you’re going to use sources in your upcoming essay. Since determining how to use sources is a time-consuming part of the research process, doing this early will make the essay writing process easier next week.”  Once students understand the utility and meaning of the task, they are more likely to feel invested in it, and their subsequent feedforward will simply make more sense.

Step Two: Use margin notes and holistic comments for distinct purposes.

While margin annotations are commonly thought of as a place to address editing concerns, the philosophy behind feedforward suggests a movement away from over-correction and fine editing (Sadler et al, 2022). Instructors must, in effect, pick their battles. I often use marginalia to generate readerly reactions of a more positive nature. “You’ve expressed this idea in a really original way—good phrasing,” I might write. This shows the student not only what they are doing well but also shows the student that they have a receptive, responsive, and attentive audience in their instructor. In this regard, we function as the “practice audience” for the larger audience to whom their writing is directed.

In holistic or global comments, I also like to provide commentary that helps students to see gaps between what they meant to express and what made its way to the page. “I can see from your tone and word choice that you really care about your community. This passion will serve you well as you develop your Pathos appeal next week. As you work on your thesis further, consider adding at least one more specific suggestion for something residents can do to support new entrepreneurship in Canton,” would be an example of a feedforward note that aims to bridge the gap.

Step Three: Use rubrics as a teaching tool.

As instructors, we must ensure that our grading ties in with the rubric. However, when delivering comments on writing, I challenge myself to use the rubric as a teaching tool rather than merely using it to justify a grade.  For example, instead of writing, “Four points deducted because you skipped the question about the rival hypothesis,” the instructor might instead write, “What rival hypothesis or misconceptions do you think your argument might encounter? We will be exploring this idea further in week 6.”  The difference is subtle, but the latter puts gentle emphasis on bringing the student to their future goal.

Step Four: Let students know what they have gained from this writing exercise.

Just as it is important for students to understand the purpose of their task, it is important for them to understand how a writing assignment moves them closer to their writing goals. Additionally, I consider the rule of recency—the idea that the last thing a student reads is the thing they are most likely to remember (Rose et al, 2024). Sometimes I close my summative comments with a positive nudge toward that next rung of the ladder. Closing with a forward-looking question like “As you explore your research further, what additional rival hypotheses do you think your proposal might encounter?” has enormous power in terms of direction and suggestion. 

Feedforward unquestionably has value in writing instruction and writing across the curriculum (WAC) communities, but its value can only be realized if the student engages with it and finds it meaningful. We, as educators, have the power to offer meaningful feedforward by noting the observed and measurable gains in the writing itself and by providing comments that motivate and direct. Offering good feedforward is akin to showing students the way to goal attainment by means of a well-lit path. When we remember that our words can provide that pathway and that light, a student’s writing journey begins.

References

Rose, S. E., Taylor, L., & Jones, S. E. (2024). Perceptions of feedback and engagement with feedback among undergraduates: an educational identities approach. Assessment and Evaluation in Higher Education, 50(2), 266–278. https://doi.org/10.1080/02602938.2024.2390933

Saaed, N., & Mohamedali, F. (2022). A study to evaluate students’ performance, engagement, and progression in higher education based on feedforward teaching approach. Education Sciences,12(1), 56. https://doi.org/10.3390/educsci12010056

Sadler, I, Reimann, N., & Sambell, K. (2022). Feedforward practices: A systematic review of the literature. Assessment and Evaluation in Higher Education, 48(3), 305-320. https://doi.org/10.1080/02602938.2022.2073434