The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Understanding feedback: A learning theory perspective
Open accessAbstract
This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in classrooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the learning theory effective feedback is goal- or task-directed, specific, and neutral. In addition, four rules of thumb were formulated that reflect what a majority of learning theories suggested as effective for learning. Finally, some feedback characteristics were considered effective from only one learning theory. The article shows that feedback processes are complicated and many variables influence and mediate the processes. Most reviewed studies did not investigate the whole feedback processes, and therefore, we suggest that future research is needed to further understand feedback.
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Cites
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Assessment and Classroom Learning
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“It is suggested that feedback should be task-or goal-related (Black & Wiliam, 1998; Brinko, 1993; Ochieng’ Ong’ondo and Borg, 2011; Sadler, 1989; Shute, 2008).”
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“From social cultural theory, it is suggested that it should justify marks (Orsmond & Merry, 2011) and from social constructivism, feedback should hold justifications (Gielen et al., 2010).”
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Cited by
Teacher feedback literacy and its interplay with student feedback literacy
Carless, D., & Winstone, N. (2023) · Teaching in Higher Education · doi:10.1080/13562517.2020.1782372 · Cited by 603
The impact of gamification in educational settings on student learning outcomes: a meta-analysis
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-020-09807-z · Cited by 340
Meyer, J., Jansen, T., Schiller, R., Liebenow, L. W., Steinbach, M., Horbach, A., & Fleckenstein, J. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2023.100199 · Cited by 311
Exploring feedback and student characteristics relevant for personalizing feedback strategies
Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., & Melis, E. (2014) · Computers & Education · doi:10.1016/j.compedu.2013.09.011 · Cited by 260
Why does peer instruction benefit student learning?
Tullis, J. G., & Goldstone, R. L. (2020) · Cognitive Research: Principles and Implications · doi:10.1186/s41235-020-00218-5 · Cited by 153
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Large Language Models for Education: Grading Open-Ended Questions Using ChatGPT
Pinto, G., Cardoso-Pereira, I., Monteiro, D., Lucena, D., Souza, A., & Gama, K. (2023) · Proceedings of the XXXVII Brazilian Symposium on Software Engineering · doi:10.1145/3613372.3614197 · Cited by 76
The equalizing effect of teacher dashboards on feedback in K-12 classrooms
Knoop-van Campen, C. A. N., Wise, A., & Molenaar, I. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2021.1931346 · Cited by 58
Student appreciation of data-driven feedback: A pilot study on OnTask
Tsai, Y.-S., Mello, R. F., Jovanović, J., & Gašević, D. (2021) · LAK21: 11th International Learning Analytics and Knowledge Conference · doi:10.1145/3448139.3448212 · Cited by 41
Effects of different AI-driven Chatbot feedback on learning outcomes and brain activity
Yin, J., Xu, H., Pan, Y., & Hu, Y. (2025) · npj Science of Learning · doi:10.1038/s41539-025-00311-8 · Cited by 41
The role of feedback and social presence in an online peer coaching program for student teachers
Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2014) · Australasian Journal of Educational Technology · doi:10.14742/ajet.636 · Cited by 24
Self-citationSingh, A., Brooks, C., Wang, X., Li, W., Kim, J., & Wilson, D. (2024) · Proceedings of the 14th Learning Analytics and Knowledge Conference · doi:10.1145/3636555.3636853 · Cited by 18
Hunt, P., Leijen, Ä., & van der Schaaf, M. (2021) · Education Sciences · doi:10.3390/educsci11060278 · Cited by 17
Görtzen, J. J. H., Stollman, S. H. M., Schellings, G. L. M., Vermunt, J. D., & Nieveen, N. M. (2025) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2025.101483 · Cited by 13
Metadata
- Authors
- Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S.
- Venue
- Educational Research Review
- Publisher
- Elsevier BV
- Published
- 2013-06
- Volume
- 9
- Pages
- 1-15
- ISSN
- 1747-938X (ISSN-L)
- OpenAlex
- W2018058615
- Cited by
- 262
- References
- 9
- FWCI
- 33.96
- Type
- journal article
- Language
- en
- Open access
- green
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