The instructional effect of feedback in test-like events.
Abstract
Feedback is an essential construct for many theories of learning and instruction, and an understanding of the conditions for effective feedback should facilitate both theoretical development and instructional practice. In an early review of feedback effects in written instruction, Kulhavy (1977) proposed that feedback’s chief instructional significance is to correct errors. This error-correcting action was thought to be a function of presentation timing, response certainty, and whether students could merely copy answers from feedback without having to generate their own. The present meta-analysis reviewed 58 effect sizes from 40 reports. Feedback effects were found to vary with control for presearch availability, type of feedback, use of pretests, and type of instruction and could be quite large under optimal conditions. Mediated intentional feedback for retrieval and application of specific knowledge appears to stimulate the correction of erroneous responses in situations where its mindful ( Salomon & Globerson, 1987 ) reception is encouraged.
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Previous meta-analyses have produced inconsistent results of feedback on cognitive variables.
“Previous meta-analyses have produced inconsistent results of feedback on cognitive variables (Kulik and Kulik, 1988; Bangert-Drowns et al., 1991; Azevedo and Bernard, 1995; Kluger and DeNisi, 1996; Lyster and Saito, 2010) and significant heterogeneity remains within the sub-group defined by this moderator in our analysis.”
From The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020) · cites this paper as Bangert-Drowns et al., 1991
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- Authors
- Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M.
- Affiliations
- State University of New York at Albany
- University of Michigan (US)
- State University of New York (US)
- Venue
- Review of Educational Research
- Published
- 1991-06
- Volume
- 61
- Issue
- 2
- Pages
- 213-238
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2171054741
- Semantic Scholar
- 116f5f0b52057e031f446e37ce7746ed5c1306e0
- Cited by
- 1,313
- References
- 48
- Citations by year
- 2026: 19 · 2025: 34 · 2024: 35 · 2023: 51 · 2022: 55 · 2021: 69 · 2020: 116 · 2019: 54 · 2018: 76 · 2017: 57 · 2016: 63 · 2015: 71 · 2014: 75 · 2013: 65 · 2012: 56
- FWCI
- 54.55
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- feedback, error correction, pretest, retrieval practice, knowledge application, response certainty, presentation timing, written instructions
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 ›
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