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
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 ArticleDOI
Fragile knowledge of angle in turtle geometry
Malcolm Simmons,Peter Cope +1 more
TL;DR: This paper investigated how the use of Logo affects children's basic knowledge of angle and showed that teachers should not assume that unstructured use with a minimum of teacher intervention will have a beneficial effect on children's knowledge of angles and how it is measured.
Journal ArticleDOI
Response Confidence and the Delay Retention Effect
TL;DR: The authors reexamine the delay retention effect (Brackbill, Bravos, & Starr, 1962) using a recent model of feedback (Kulhavy & Stock, 1989) as a theoretical basis, test the assumptions of the model using constructed response items, and investigate the effects of different types of feedback on post test performance.
Journal ArticleDOI
Role of Delay of Feedback on Subsequent Pattern Recognition Transfer Tasks.
Marvin L. Schroth,Elissa Lund +1 more
TL;DR: In this paper, the authors investigated the effects of delay of feedback on transfer tasks involving different pattern recognition strategies and found that delay resulted in greater retention of the concepts underlying construction of the different patterns, in all transfer tasks.
Journal ArticleDOI
Metamemory accuracy: effects of feedback and the stability of individual differences.
TL;DR: This article showed that feedback did not produce a general improvement in metamemory accuracy; the improvement was specific to the questions for which feedback was provided, and individual students' metAMEMory accuracy showed moderate alternate-forms stability when each test was made up of 250 items.