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
Almost an Expert: The Effects of Rubrics and Expertise on Perceived Value of Crowdsourced Design Critiques
TL;DR: An experiment with a 2x2 factorial design found that rubrics helped novice workers provide feedback that was rated nearly as valuable as expert feedback.
Proceedings ArticleDOI
Effects of peer feedback on contribution: a field experiment in Wikipedia
TL;DR: Insight is provided into the mechanisms underlying peer feedback in online communities and practical guidance to design more effective peer feedback systems is provided.
Journal ArticleDOI
Changing principals’ leadership through feedback and coaching
TL;DR: In this paper, the authors used longitudinal data from a randomized experiment to investigate the impact of a feedback and coaching intervention on principals' leadership behaviors and found that behavioral change may take longer than is presented in this study, which implies that these findings represent a lower bound.
Journal ArticleDOI
Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments
TL;DR: The findings of this study enabled the conceptualisation of a multimodal scaffolding strategy for self-directed inquiry and it is proposed that the recommendations from the implementation of these scaffolded learning modules can represent exemplars illustrative of an enriched instructional design paradigm to support students’ independent study in blended environments.
Journal ArticleDOI
MTFeedback: Providing Notifications to Enhance Teacher Awareness of Small Group Work in the Classroom
TL;DR: MTFeedback, a system that harnesses the new affordances of interactive tabletops to generate automatic notifications about small group collaborative tasks for the teacher in real-time, can be deployed in the classroom to generate notifications that help the teacher direct their attention more effectively to provide relevant feedback to their students in small group learning activities.
References
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Book
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