Journal Article10.3102/003465430298487
The Power of Feedback
John Hattie,Helen Timperley +1 more
TL;DR: This paper provided a conceptual analysis of feedback and reviewed the evidence related to its impact on learning and achievement, and suggested ways in which feedback can be used to enhance its effectiveness in classrooms.
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Abstract: Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
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Citations
The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters
TL;DR: In this article, the authors examined the effects of one form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain knowledge and found that prior knowledge moderated the impact of feedback on children's learning.
Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being
TL;DR: This article found that teachers' understandings of feedback were strongly focused on improving learning instead of enhancing student well-being, and the belief of 518 New Zealand practicing teachers about feedback were evaluated with the Teachers' Conceptions of Feedback (TCoF) inventory and related to practices these teachers considered to be feedback.
135
Analytics of Learning Strategies: Associations with Academic Performance and Feedback
Wannisa Matcha,Dragan Gašević,Nora'ayu Ahmad Uzir,Jelena Jovanovic,Abelardo Pardo +4 more
- 04 Mar 2019
TL;DR: A positive association between the personalised feedback and the effective strategies is suggested and this research aims to examine the sequential and temporal characteristics of learning strategies and investigate their association with feedback.
135
•Journal Article
Team-Based Learning Practices and Principles in Comparison with Cooperative Learning and Problem-Based Learning.
TL;DR: In this paper, the authors address three questions: (1) What are the foundational practices of team-based learning (TBL), (2) what are the fundamental principles underlying TBL's foundational practices? and (3) In what ways are TBL’s foundational practices similar to and/or different from the practices employed by problem based learning (PBL) and cooperative learning (CL)?
135
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)
TL;DR: In this article, a Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE) is proposed, which postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes.
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