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
Searching for stages of teacher's skills in assessment
TL;DR: In this paper, the authors investigated teachers' skills in using various techniques of assessment in mathematics by taking into account the four phases of assessment and the five measurement dimensions of the dynamic model of educational effectiveness.
Journal ArticleDOI
The effects of strength-based versus deficit-based self-regulated learning strategies on students’ effort intentions
TL;DR: The results of multi-mediator analysis and structural equation modeling supported the hypothesis that the effect of strength-based versus deficit-based SRL strategies on students’ effort intentions was sequentially mediated by perceived competence and intrinsic motivation.
Journal ArticleDOI
Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties? A Mediated Moderation Analysis.
Christian T. Doabler,Mike Stoolmiller,Patrick C. Kennedy,Nancy J. Nelson,Ben Clarke,Brian Gearin,Hank Fien,Keith Smolkowski,Scott K. Baker,Scott K. Baker +9 more
TL;DR: A growing body of research suggests that the effects of core mathematics instruction on student mathematics outcomes may not be uniform across different skill levels in mathematics as mentioned in this paper, and this study inve...
Journal ArticleDOI
Teachers' classroom feedback: still trying to get it right
TL;DR: In this article, the authors examine the feedback traditionally given by teachers in schools and find that such feedback tends to focus on children's acquisition and retrieval of externally prescribed knowledge which is then assessed against mandated tests.
References
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Book
Intrinsic Motivation and Self-Determination in Human Behavior
Edward L. Deci,Richard M. Ryan +1 more
TL;DR: This chapter discusses the development of Causality Orientations Theory, a theory of personality Influences on Motivation, and its application in information-Processing Theories.
Journal ArticleDOI
Intrinsic Motivation and Self-Determination in Human Behavior
Journal ArticleDOI
Self-efficacy mechanism in human agency
TL;DR: The centrality of the self-efficacy mechanism in human agency is discussed in this paper, where the influential role of perceived collective effi- cacy in social change is analyzed, as are the social con- ditions conducive to development of collective inefficacy.
Book
Social Foundations of Thought and Action: A Social Cognitive Theory
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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.