Enhancing the Quality of Student Learning: Exploring Feedforward Efficacy in Course Settings

Esmaeil Jafari, Shahid Beheshti University
Hamid Abdi, University of Isfahan

https://doi.org/10.9743/JEO.2026.23.1.7

Abstract

This study examines the implementation of feedforward in assessments and its impact on undergraduate students’ learning in a module on Educational Problems in Iran. This study used a mixed-method approach with 83 undergraduate students from Guilan University. Students who received feedforward achieved significantly higher scores in the analytical aspect of the final exam than those who did not. Focus group sessions revealed positive outcomes of feedforward, including improved exam preparation, enhanced innovation and reflection in assessments, improved learning process, and higher satisfaction levels. Overall, feedforward helps promote student learning by enhancing course quality and fulfilling the module’s objectives. This study recommends prioritizing the incorporation of feedforward into educational policies and curriculum planning.

Keywords: assessment, course, feedforward, higher education, module, student