On the definition of feedback
Abstract
The paper discusses the lack of a commonly accepted definition of the concept of feedback in management theory, dealing with communications networks and decision processes in living systems at the organization level. It proposes a general definition. It deals with living systems at the organization level, including the total system and all subsystems. Implications of the proposed definition to current conceptualizations of feedback processes in management are explored.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
When the language of feedback was adopted in education, it became used in a pre-industrial sense to mean information provided to students intended to influence what they do without any necessary mechanism to ensure that the information was utilised.
“It is ironic then, that when the language of feedback was finally adopted in education, despite attempts by Ramaprasad (1983) and others to do otherwise, it became used in a pre-industrial sense to mean information provided to students intended to influence what they do without any necessary mechanism to ensure that the information was utilised.”
From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Ramaprasad 1983
Cited by
Sorted by citations
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · see citing works
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285 · see citing works
Developing the theory of formative assessment
Black, P., & Wiliam, D. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9068-5 · Cited by 3,301 · see citing works
“In order to provide a better theoretical grounding for formative assessment, Wiliam and Thompson (2007) drew on Ramaprasad’s (1983) three key processes in learning and teaching:”
BackgroundRethinking models of feedback for learning: the challenge of design
Boud, D., & Molloy, E. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.691462 · Cited by 1,636 · see citing works
Feedback as an individual resource: Personal strategies of creating information
Ashford, S. J., & Cummings, L. L. (1983) · Organizational Behavior and Human Performance · doi:10.1016/0030-5073(83)90156-3 · Cited by 1,309 · see citing works
What is assessment for learning
Wiliam, D. (2011) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2011.03.001 · Cited by 1,282 · see citing works
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143 · see citing works
ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS
Taras, M. (2005) · British Journal of Educational Studies · doi:10.1111/j.1467-8527.2005.00307.x · Cited by 727 · see citing works
What is feedback in clinical education?
Van De Ridder, J. M. M., Stokking, K. M., McGaghie, W. C., & Ten Cate, O. T. J. (2008) · Medical Education · doi:10.1111/j.1365-2923.2007.02973.x · Cited by 686 · see citing works
Assessment and Learning: differences and relationships between formative and summative assessment
Harlen, W., & James, M. (1997) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594970040304 · Cited by 624 · see citing works
Giving feedback in clinical settings
Cantillon, P., & Sargeant, J. (2008) · BMJ · doi:10.1136/bmj.a1961 · Cited by 460 · see citing works
Using learning analytics to scale the provision of personalised feedback
Pardo, A., Jovanovic, J., Dawson, S., Gašević, D., & Mirriahi, N. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12592 · Cited by 425 · see citing works
A review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389 · see citing works
Augmenting the algorithm: Emerging human-in-the-loop work configurations
Grønsund, T., & Aanestad, M. (2020) · The Journal of Strategic Information Systems · doi:10.1016/j.jsis.2020.101614 · Cited by 364 · see citing works
Formative assessment and feedback for learning in higher education: A systematic review
Morris, R., Perry, T., & Wardle, L. (2021) · Review of Education · doi:10.1002/rev3.3292 · Cited by 358 · see citing works
Feedback loops and the longer-term: towards feedback spirals
Carless, D. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1531108 · Cited by 328 · see citing works
Formative assessment: a key to deep learning?
Rushton, A. (2005) · Medical Teacher · doi:10.1080/01421590500129159 · Cited by 291 · see citing works
Formative assessment and feedback: Making learning visible
Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2012.04.001 · Cited by 276 · see citing works
Does student engagement in self-assessment calibrate their judgement over time?
Boud, D., Lawson, R., & Thompson, D. G. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.769198 · Cited by 221 · see citing works
Effects of differential feedback on students’ examination performance.
Lipnevich, A. A., & Smith, J. K. (2009) · Journal of Experimental Psychology: Applied · doi:10.1037/a0017841 · Cited by 199 · see citing works
Student Perceptions of Assessment Feedback: A Critical Scoping Review and Call for Research
Van der Kleij, F. M., & Lipnevich, A. A. (2021) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-020-09331-x · Cited by 189 · see citing works
Boud, D., Lawson, R., & Thompson, D. G. (2015) · Higher Education Research & Development · doi:10.1080/07294360.2014.934328 · Cited by 138 · see citing works
Analytics of time management strategies in a flipped classroom
Ahmad Uzir, N., Gašević, D., Matcha, W., Jovanović, J., & Pardo, A. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12392 · Cited by 129 · see citing works
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment
Lipnevich, A. A., McCallen, L. N., Miles, K. P., & Smith, J. K. (2014) · Instructional Science · doi:10.1007/s11251-013-9299-9 · Cited by 116 · see citing works
A feedback model for data-rich learning experiences
Pardo, A. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1356905 · Cited by 82 · see citing works
Lee, H., Feldman, A., & Beatty, I. D. (2012) · Journal of Science Education and Technology · doi:10.1007/s10956-011-9344-x · Cited by 72 · see citing works
Lui, A. M., & Andrade, H. L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751548 · Cited by 71 · see citing works
Birenbaum, M., Kimron, H., & Shilton, H. (2011) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2011.04.001 · Cited by 66 · see citing works
An online testing design choice typology towards cheating threat minimisation
Munoz, A., & Mackay, J. (2019) · Journal of University Teaching and Learning Practice · doi:10.53761/1.16.3.5 · Cited by 51 · see citing works
Sembey, R., Hoda, R., & Grundy, J. (2024) · Journal of Systems and Software · doi:10.1016/j.jss.2024.111988 · Cited by 49 · see citing works
A Comparison of Immediate and Scheduled Feedback in Introductory Programming Projects
Leinonen, J., Denny, P., & Whalley, J. (2022) · Proceedings of the 53rd ACM Technical Symposium on Computer Science Education · doi:10.1145/3478431.3499372 · Cited by 32 · see citing works
Dialogism in feedback literacies: a critical review
Myers, T., & Buchanan, J. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2478159 · Cited by 16 · see citing works
A Classification of Feedback Loops and Their Relation to Biases in Automated Decision-Making Systems
Pagan, N., Baumann, J., Elokda, E., De Pasquale, G., Bolognani, S., & Hannák, A. (2023) · arXiv · doi:10.48550/arxiv.2305.06055 · Cited by 4 · see citing works
Fostering Stem Formative Assessment for Lifelong Learners
Finamore, A. C., Moura Santos, A., & Ribeiro, P. (2016) · ICERI proceedings · doi:10.21125/iceri.2016.1031 · Cited by 3 · see citing works
- Authors
- Ramaprasad, A.
- Affiliations
- Southern Illinois University Carbondale (US)
- Corresponding author
- Ramaprasad, Arkalgud
- ORCID
- Ramaprasad, Arkalgud
- Venue
- Behavioral Science
- Publisher
- Wiley
- Published
- 1983-01
- Volume
- 28
- Issue
- 1
- Pages
- 4-13
- ISSN
- 1092-7026 (ISSN-L)
- 0005-7940
- 1099-1743
- OpenAlex
- W1975042462
- Cited by
- 915
- References
- 0
- Citations by year
- 2026: 31 · 2025: 37 · 2024: 40 · 2023: 51 · 2022: 52 · 2021: 66 · 2020: 59 · 2019: 67 · 2018: 43 · 2017: 48 · 2016: 50 · 2015: 65 · 2014: 44 · 2013: 58 · 2012: 46
- FWCI
- 2.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Systems Research and Behavioral Science (publishedVersion)
- Topics
- Social Sciences › Decision Sciences › Management Science and Operations Research › Complex Systems and Decision Making
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Management Theory and Practice
- Physical Sciences › Physics and Astronomy › Statistical and Nonlinear Physics › Complex Systems and Dynamics
- Keywords
- feedback, management theory, organizational systems, biological systems, communication networks, decision processes, subsystems, organizational communication
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review