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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Journal Article
A Meta-Analysis of the Effect of Enhanced Instruction: Cues, Participation, Reinforcement and Feedback, and Correctives on Motor Skill Learning.
Gershon Tenenbaum,Ellen Goldring +1 more
Journal ArticleDOI
Do we need to train teachers how to administer praise? Self-worth theory says we do
TL;DR: The self-worth theory of achievement motivation as mentioned in this paper states that certain students perform poorly when a negative outcome is likely to reflect low ability, but perform well in situations in which poor performance can be attributed to a factor which is unrelated to ability.
Book ChapterDOI
Chapter 12 A validity study of the certification system of the National Board for Professional Teaching Standards
TL;DR: In this paper, a construct validation study of the National Board for Professional Teaching Standards (NBPTS) system of advanced certification is presented. Butte et al. found that teachers' instructional objectives and lesson plans for a given instructional unit, data collected during visits to all 65 teachers' classrooms, and transcripts of scripted interviews of the teachers and their students.