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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 4×
“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).”
InfluentialKluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001) · Cognitive Science · doi:10.1207/s15516709cog2504_1 · Cited by 855
Improving the effectiveness of peer feedback for learning
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.08.007 · Cited by 615 · cited 7×
“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).”
InfluentialClassroom Interaction in Science: Teacher questioning and feedback to students’ responses
Chin, C. (2006) · International Journal of Science Education · doi:10.1080/09500690600621100 · Cited by 566 · cited 2×
“…from social cultural theory: Brinko (1993), Chi (1996), Oliver (2000), Chi, Siler, Jeong, Yamauchi, and Hausmann (2001), Tuzi (2001), Ovando (2005), Chin (2006), Tang and Chow (2007), De Kleijn, Mainhard, Meijer, and Brekelmans (2009), Yeh and Lo (2009), Peterson (2009), Ackan and Tatar (2010),…”
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
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
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
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
