Journal ArticleDOI
The Power of Feedback
John Hattie,Helen Timperley +1 more
TLDR
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.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.read more
Citations
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Journal ArticleDOI
Mapping the quality of feedback to support students’ learning in lower secondary classrooms
Siv M. Gamlem,Elaine Munthe +1 more
TL;DR: In this paper, a content analysis instrument (CLASS) was used in analyses of 56 video-recorded lessons from 28 teachers in four lower secondary schools, and results showed significant and very strong inter-item relationships.
Journal ArticleDOI
Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance
Kirsten Zimbardi,Kay Colthorpe,Andrew Dekker,Craig Engstrom,Andrea Bugarcic,Peter Worthy,Ruban Victor,Prasad Chunduri,Lesley J. Lluka,Phil Long +9 more
TL;DR: This study challenges assertions that many students do not collect, or use, their feedback, and offers novel insights into the relationships between feedback provision, feedback use and successful academic outcomes.
Journal ArticleDOI
Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?
TL;DR: Results showed that high-achieving students did benefit from the curriculum, regardless of whether it was presented with or without scaffolds, while for low-achieved students using scaffolds was decisive, suggesting that interactive and adaptive scaffolds can support students in learning mathematical concepts, especially for low/high achieving students.
Journal ArticleDOI
Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms
Alison G. Boardman,Sharon Vaughn,Pamela R. Buckley,Colleen K. Reutebuch,Greg Roberts,Janette K. Klingner +5 more
TL;DR: This article found that students with learning disabilities who received collaborative strategic reading instruction in their general education classrooms made significantly greater gains in reading comprehension than students with LD in comparison classrooms (g =.52). Teachers in CSR classrooms were also more likely to provide feedback to students and to use collaborative grouping structures.
Journal ArticleDOI
Boys’ descriptions of their experiences in choral music
TL;DR: In this article, the authors study the accounts of six boys of their experiences in school choral music, drawn from the stories of boys enrolled at a private school in the southeastern USA, and conclude that such "flow" experiences are characterized by high levels of both perceived challenge and perceived skill, a clarity of goals, deep personal involvement and concentration, selfdirectedness, self-awareness, receiving of immediate feedback and a lack of awareness concerning time constraints.
References
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Book
Intrinsic Motivation and Self-Determination in Human Behavior
Edward L. Deci,Richard M. Ryan +1 more
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Intrinsic Motivation and Self-Determination in Human Behavior
Journal ArticleDOI
Self-efficacy mechanism in human agency
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Journal ArticleDOI
Motivation through the Design of Work: Test of a Theory.
TL;DR: In this paper, a model is proposed that specifies the conditions under which individuals will become internally motivated to perform effectively on their jobs, focusing on the interaction among three classes of variables: (a) the psychological states of employees that must be present for internally motivated work behavior to develop; (b) the characteristics of jobs that can create these psychological states; and (c) the attributes of individuals that determine how positively a person will respond to a complex and challenging job.