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Data collection employed questionnaires, reflective diaries, observations, and interviews to evaluate perceptions of implementing FbCA, its effects on learning engagement and academic achievement, and learner expectations for assessment-mechanism changes. Results show FbCA benefits skill, knowledge, and practice development, increasing motivation and supporting performance, while also revealing implementation challenges and academic-integrity concerns, leading to targeted recommendations for teaching, learning, and assessment practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementing-feedforward-based-collaborative-assessment-in-higher-education-research-paper/593288/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementing-feedforward-based-collaborative-assessment-in-higher-education-research-paper/593288.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding feedforward-based collaborative assessment (FbCA)?","Question",{"text":112,"@type":113},"The study examines how FbCA is implemented for foreign-language majors and evaluates student and teacher perceptions of its significance and effects on learning engagement and academic achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A mixed-method research approach collected quantitative and qualitative data from 306 English-major students and eight teachers using questionnaires, reflective diaries, observations, and interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits and challenges were identified from the findings?",{"text":121,"@type":113},"FbCA was reported to enhance learning motivation and academic performance, supporting skill, knowledge, and practice development. Qualitative data also revealed challenges in implementing assessment practices and maintaining academic integrity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593288,1792161159,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Implementing Feedforward-based Collaborative Assessment in Higher Education  \nBy Hong Thu Thi Nguyen ∗  \nThe study examines the use of feedforward-based collaborative assessment (FbCA) for students majoring in foreign languages at a tertiary institution in Vietnam. A mixed-method research approach was utilized to collect both quantitative and qualitative data from 306 English major students and eight teachers. Research instruments such as questionnaires, reflective diaries, observations, and interviews were employed to assess the perceptions of students and instructors regarding the significance of implementing FbCA, its impact on students' learning engagement and academic achievement, and students'expectations for changes in assessment mechanisms to ensure the effective use of FbCA. The findings highlighted several benefits of FbCA in terms of skill, knowledge, and practice development. This evaluation approach enhanced students' learning motivation and positively contributed to their academic performance. However, the qualitative data also revealed various challenges related to the effective implementation of assessment practices and the maintenance of academic integrity. Based on these findings, recommendations were made for improving teaching, learning, and assessment practices.  \nKeywords: academic performance, collaborative assessment, feedforward assessment, foreign language-majored students, learning motivation  \nIntroduction  \nIdentifying that learning is a process, instructors have recently taken progressbased assessment into consideration to be employed in classroom instead of outcome-based assessment (Dawson et al., 2019; Winstone & Carless, 2020). However, effectively implementing this assessment approach has emerged as a pressing issue. Several noteworthy questions revolve around the topic such as“What assessment models are applied to align with the current learning and teaching approaches? How can teacher and students implement the assessment practice effectively? How students’ academic outcomes change after utilizing this assessment method?”. Educators, researchers, and instructors have shown concern for these inquiries, investing more efforts to explore optimal solutions to these issues. The term “feedforward” has recently become prominent in assessment landscape, existing and utilizing alongside “feedback”. While feedback emphasizes reflection and looking back at what has been done, feedforward is recognized as a process of moving forward to improve the products and to obtain the goal (Winstone & Carless, 2020). Southall and Wason (2016), Thorpe (2008), and Tong (2011) acknowledge that feedforward provides opportunities to receive comments before summative assessments. Through feedforward, learners not only revise knowledge  \n∗Legal Foreign Languages Faculty, Hanoi Law University, Vietnam.  \nbut also to improve skills such as planning ability, critical thinking capacity, or selfassessment practice competence. Students use the strategies to analyze, monitor, and subject their work to teacher requirement (Huang, 2016; Robson et al., 2015).  \nCollaborative assessment in classroom has been predominantly adopted in cooperative learning environment, in which a test or project is completed collaboratively by group members under the framework of group-based assessment, with the entire group receiving a shared grade. To fulfill the required assessment tasks, students collaborate, exchanging their knowledge, skills, and expertise. The advantage of this evaluation method is to facilitate the development of their domainspecific knowledge, skills, and collaboration. In a study by Meseke et al. (2009), chiropractic students who participated in a group evaluation stated that collaborative assessment boosted their confidence and improved their critical thinking. When students cooperate to debate and discuss the exam questions during group assessment, it serves as a learning experience (Klecker, 2002; Zipp, 2007). Additionall","cbCaih6Mi6eP6NQe","https://ap.wps.com/l/cbCaih6Mi6eP6NQe","pdf",191460,17,"English","# Introduction\n# Literature Review\n## Feedforward and Implementation of Feedforward in Classroom\n## Collaborative Assessment in Classroom\n# Research Questions","[{\"question\":\"What does the study focus on regarding feedforward-based collaborative assessment (FbCA)?\",\"answer\":\"The study examines how FbCA is implemented for foreign-language majors and evaluates student and teacher perceptions of its significance and effects on learning engagement and academic achievement.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A mixed-method research approach collected quantitative and qualitative data from 306 English-major students and eight teachers using questionnaires, reflective diaries, observations, and interviews.\"},{\"question\":\"What benefits and challenges were identified from the findings?\",\"answer\":\"FbCA was reported to enhance learning motivation and academic performance, supporting skill, knowledge, and practice development. Qualitative data also revealed challenges in implementing assessment practices and maintaining academic integrity.\"}]","Implementing Feedforward-based Collaborative Assessment in Higher Education - Research Paper | PDF",1792076986,43]