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
Barriers to the uptake and use of feedback in the context of summative assessment
Christopher Harrison,Karen D. Könings,Lambert Schuwirth,Valerie Wass,Cees P. M. van der Vleuten +4 more
TL;DR: A move away from the summative assessment culture may be needed in order to maximise the learning potential of assessments and Socio-cultural influences and barriers to feedback need to be understood before attempting to provide feedback after all assessments.
An approach to teaching critical thinking across disciplines using performance tasks with a common rubric
TL;DR: The authors explored the use of performance tasks with a common rubric as a way of raising student and instructor awareness of the tools and practices involved in critical thinking in higher education and found that using performance tasks in a problem-based learning environment can contribute to the transferability of critical thinking skills and dispositions.
107
Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes
TL;DR: In this article, the authors compared the effects of support for peer feedback, peer feedforward and their combination on students' peer learning processes, argumentative essay quality and domain-specific learning.
Attention paid to feedback provided by a computer-based assessment for learning on information literacy
TL;DR: Results show that indirect and direct supervision lead to a greater impact of feedback provided by a computer-based assessment for learning as the number increases of students taking the test and, as a consequence, paying attention to feedback.
106
Student perceptions of assessment feedback: a critical scoping review and call for research
TL;DR: The potential of feedback to enhance students' performance on a task, strategies, or learning has long been recognized in the literature However, feedback needs to be utilized by a learner to realize its potential as mentioned in this paper.
106
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