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
Secondary student motivation orientations and standards-based achievement outcomes.
TL;DR: Interrelationships between self-reported motivation orientations and achievement outcomes on the NCEA, a standards-based, criterion-referenced assessment system for senior secondary students, highlight the need for longitudinal research to investigate patterns over time.
Journal ArticleDOI
E-tutorial support for collaborative online learning: An explorative study on experienced and inexperienced e-tutors
TL;DR: E-tutors with experience in supporting online collaboration seems to be a useful precondition for successfully intervening to stimulate necessary learning activities and to avoid dysfunctional collaborative activities.
Journal ArticleDOI
The effects of attention monitoring with EEG biofeedback on university students' attention and self-efficacy: The case of anti-phishing instructional materials
TL;DR: It is suggested that when conducting similar studies, it is important to consider the types of EEG biofeedback, the selection of the course topics, and integrating encouraging elements into negative feedback to increase learning outcomes using such a system.
Journal ArticleDOI
Lighten the Load: Scaffolding Visual Literacy in Biochemistry and Molecular Biology.
TL;DR: The development of visual literacy is examined through the lenses of disciplinary discourse and cognitive load, and the need for examining discrete elements of representations independently to reduce the cognitive load of learners is rationalized.
Journal ArticleDOI
Comparative effect of online summative and formative assessment on EFL student writing ability
TL;DR: In this article, the effect of online summative and formative assessments on 130 Iranian English as foreign language (EFL) junior university students' writing ability was investigated in 27 sessions using pretest/posttest time series design.
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.