Journal ArticleDOI
The Power of Feedback
John Hattie,Helen Timperley +1 more
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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
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Journal ArticleDOI
Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
TL;DR: The authors describe the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts, including computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses.
Journal ArticleDOI
Developing the theory of formative assessment
Paul Black,Dylan Wiliam +1 more
TL;DR: In this paper, the authors propose a framework for defining and delimiting formative assessment within broader theories of pedagogy, which can also unify the diverse set of practices which have been described as formative.
Journal ArticleDOI
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education
TL;DR: Results suggest games show higher learning gains than simulations and virtual worlds, and for simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks.
BookDOI
Handbook of Self-Regulation of Learning and Performance
TL;DR: Self-Regulation of learning and performance has been studied extensively in the literature as mentioned in this paper, with a focus on the role of self-regulation in the development of learners' skills and abilities.
Journal ArticleDOI
Rethinking models of feedback for learning: the challenge of design
David Boud,Elizabeth Molloy +1 more
TL;DR: In this paper, the authors develop and analyse two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology, and the second draws on ideas of sustainable assessment.
References
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Learning in the Learner's Perspective. III. Level of Difficulty Seen as a Relationship Between the Reader and the Text. No. 78.
Ference Marton,Roger Säljö +1 more
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Learning Goals and Progress Feedback During Reading Comprehension Instruction
Dale H. Schunk,Jo Mary Rice +1 more
TL;DR: This paper investigated the effects of goals and goal progress feedback on reading comprehension self-efficacy and skill and found that remedial readers benefit from explicit feedback on their mastery of a comprehension strategy and have implications for comprehension instruction.
Journal ArticleDOI
Goal Setting Among Adolescents: A Comparison of Delinquent, At-Risk, and Not-At-Risk Youth
TL;DR: In this article, a series of studies was conducted to compare group differences in the goal orientations of delinquent, at-risk, and not-at-risk adolescents, and found that delinquent and at risk adolescents attached significantly more importance to goals associated with developing a social image (e.g., delinquency, freedom-autonomy), whereas not at risk teenagers were more concerned with goals associated to an academic image (i.e., educational, interpersonal).
Journal ArticleDOI
Self-expectancies and reactions to evaluations of personal performance.
TL;DR: In this paper, a field study tested whether college students' reactions to evaluations of their performance on an important examination were based primarily on self-consistency or self-enhancement needs.