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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Proceedings ArticleDOI
Understanding the role of community in crowdfunding work
TL;DR: A qualitative study of 47 entrepreneurs who use crowdfunding platforms to raise funds for their projects identifies community efforts to support crowdfunding work, such as providing mentorship to novices, giving feedback on campaign presentation, and building a repository of example projects to serve as models.
Journal ArticleDOI
Understanding feedback: A learning theory perspective
TL;DR: This paper reviewed literature on feedback to teachers and found that the effectiveness of feedback and feedback processes depend on the learning theory adhered to Findings show that effective feedback is goal- or task-directed, specific, and neutral.
Journal ArticleDOI
Informal formative assessment: The role of instructional dialogues in assessing students’ learning
TL;DR: In this paper, an unceremonious type of formative assessment is defined, in which much of what teachers and students do in the classroom can be described as potential assessments that can provide evidence about the students' level of understanding.
Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation
TL;DR: The authors argue that the student/teacher-centered dichotomy is built upon a false premise, namely that it is possible to parse off the active role of the student from the socio-cultural activities of which the student and teacher are a part.
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
TL;DR: In this paper, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.
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.