Cited by 1,313Student Assessment and FeedbackInnovative Teaching and Learning MethodsVisual and Cognitive Learning Processes

The DOI matches its Crossref record; 49 of the 49 references it cites were found in a registry or an index.

The instructional effect of feedback in test-like events.

Bangert-Drowns, Robert L., Kulik, Chen-Lin C., Kulik, James A., Morgan, MaryTeresa·1991·Review of Educational Research

DOI 10.3102/00346543061002213

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.3102/00346543061002213

Cites

49 of 49 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

From dissertation abstracts international
(1974) · ACM SIGGRAPH Computer Graphics · doi:10.1145/988616.988619 · Cited by 12,208
Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,630
Social Learning Theory
Pierce, W. D., & Bandura, A. (1977) · The Canadian Journal of Sociology · doi:10.2307/3340496 · Cited by 9,742
Meta-analysis in social research
(1982) · Evaluation and Program Planning · doi:10.1016/0149-7189(82)90011-8 · Cited by 3,896
The role of expectations and attributions in the alleviation of learned helplessness.
Dweck, C. S. (1975) · Journal of Personality and Social Psychology · doi:10.1037/h0077149 · Cited by 1,315
Cognitive Conceptions of Learning
Shuell, T. J. (1986) · Review of Educational Research · doi:10.3102/00346543056004411 · Cited by 1,177
Timing of feedback and verbal learning.
Kulik, J. A., & Kulik, C.-L. C. (1988) · Review of Educational Research · doi:10.3102/00346543058001079 · Cited by 703
Self-citation
Feedback in written instruction: The place of response certitude
Kulhavy, R. W., & Stock, W. (1989) · Educational Psychology Review · doi:10.1007/bf01320096 · Cited by 579
Feedback in Written Instruction
Kulhavy, R. W. (1977) · Review of Educational Research · doi:10.3102/00346543047002211 · Cited by 571 · cited 7×
“Reviewing research on feedback effects in written instruction, Kulhavy (1977) generated four propositions.”
BackgroundMethodResultInfluential
Student Interaction and Learning in Small Groups
Webb, N. M. (1982) · Review of Educational Research · doi:10.3102/00346543052003421 · Cited by 494

Show all 48 references

Research works printed but not linked: 26

Anane FJK, 1987, Dissertation Abstracts International, 48, 2831A
Arnett PP, 1985, Dissertation Abstracts International, 46, 2537A
Aumiller LE, 1963, Dissertation Abstracts International, 24, 5187
Brown RS, 1964, Dissertation Abstracts International, 24, 2356
Bumgarner KM, 1984, Dissertation Abstracts International, 45, 1102A
Carels EJ, 1975, Dissertation Abstracts International, 36, 2094A
Chanond K, 1988, Paper presented at the annual meeting of the Association for Educational Communications and Technology
Clark RE, 1987, Paper presented at the annual meeting of the American Educational Research Association
Clodfelder DL, 1968, Dissertation Abstracts International, 29, 2217B
Csikszentmihalyi M, 1978, The hidden costs of reward, 205
Elliot BA, 1986, Dissertation Abstracts International, 47, 2971A
Gherfal IR, 1982, Dissertation Abstracts International, 43, 147A
Heald HM, 1970, Dissertation Abstracts International, 31, 1621A
Hirsch RS, 1952, The effects of knowledge of test results on learning meaningful material
Hoffman BS, 1974, Dissertation Abstracts International, 35, 6006A
Hough JB, 1963, Phi Delta Kappan, 44, 286
Hyman C, 1981, Paper presented at the annual meeting of the Northeastern Educational Research Association
Hymel GM, 1980, Paper presented at the annual meeting of the American Educational Research Association
Miechenbaum D, 1985, Thinking and learning skills, Vol. 2: Research and open questions
Olson GH, 1971, Dissertation Abstracts International, 32, 6214A
Pressey SL, 1926, School and Society, 23, 373
Schimmel BJ, 1983, Paper presented at the annual meeting of the American Educational Research Association
Shuell TJ, 1980, Aptitude, learning, and instruction. Vol. 2: Cognitive process analyses of learning and problem-solving, 277
Snow RE, 1972, Paper presented at the annual meeting of the American Educational Research Association
Tobias S, 1984, Paper presented at the annual meeting of the American Educational Research Association
Tsao PK, 1977, Dissertation Abstracts International, 39, 1426A

Sorted by citations

Items 101–200 of 1,000

Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.10.003 · Cited by 172
Co-operative learning: what makes group-work work?
Slavin, R. E. (2010) · Educational research and innovation · doi:10.1787/9789264086487-9-en · Cited by 156
The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment
Tsai, F.-H., Tsai, C., & Lin, K. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.10.013 · Cited by 146
E-Mail Interruptions and Individual Performance: Is There a Silver Lining?1
Addas, S., & Pinsonneault, A. (2018) · MIS Quarterly · doi:10.25300/misq/2018/13157 · Cited by 145
A Framework for Analyzing, Designing, and Sequencing Planned Elearning Interactions
Hirumi, A. “. C. (2009) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-205-820251013 · Cited by 139
Principles of cognitive science in education: The effects of generation, errors, and feedback
Metcalfe, J., & Kornell, N. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194056 · Cited by 139
A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback
Koenka, A. C., Linnenbrink‐Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. M. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1659939 · Cited by 168
Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning
Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, W. R., Nussbaum, M., & Claro, S. (2009) · Educational Technology Research and Development · doi:10.1007/s11423-009-9142-9 · Cited by 138
The Teaching and Learning Toolkit
Higgins, S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781139519618.004 · Cited by 136
From feedback to revisions: Effects of feedback features and perceptions
Wu, Y., & Schunn, C. D. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101826 · Cited by 147
Learning to Learn From Benchmark Assessment Data: How Teachers Analyze Results
Oláh, L. N., Lawrence, N. R., & Riggan, M. (2010) · Peabody Journal of Education · doi:10.1080/01619561003688688 · Cited by 139
The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course
Johnson, B. C., & Kiviniemi, M. T. (2009) · Teaching of Psychology · doi:10.1080/00986280802528972 · Cited by 133
The Impact of Informative Tutoring Feedback and Self-Efficacy on Motivation and Achievement in Concept Learning
Narciss, S. (2004) · Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) · doi:10.1027/1618-3169.51.3.214 · Cited by 133
Learning from Errors: A Model of Individual Processes
Tulis, M., Steuer, G., & Dresel, M. (2016) · Frontline Learning Research · doi:10.14786/flr.v4i2.168 · Cited by 135
Feedback both helps and hinders learning: The causal role of prior knowledge.
Fyfe, E. R., & Rittle‐Johnson, B. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000053 · Cited by 155
Web‐Based Tutoring of the Structure Strategy With or Without Elaborated Feedback or Choice for Fifth‐ and Seventh‐Grade Readers
Meyer, B. J. F., Wijekumar, K., Middlemiss, W., Higley, K., Lei, P., Meier, C., & Spielvogel, J. (2010) · Reading Research Quarterly · doi:10.1598/rrq.45.1.4 · Cited by 131
Investigating the Effects of Group Response Systems on Student Satisfaction, Learning, and Engagement in Accounting Education
Carnaghan, C., & Webb, A. (2007) · Issues in Accounting Education · doi:10.2308/iace.2007.22.3.391 · Cited by 127
Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation
Kotera, Y., Taylor, E., Fido, D., Williams, D., & Tsuda‐McCaie, F. (2021) · Current Psychology · doi:10.1007/s12144-021-02301-6 · Cited by 190
A Historical Review of Technology Research in Special Education
Woodward, J. P., & Rieth, H. J. (1997) · Review of Educational Research · doi:10.3102/00346543067004503 · Cited by 131
Written Feedback in Mathematics: Mediated by Students' Perception, Moderated by Goal Orientation
Rakoczy, K., Harks, B., Klieme, E., Blum, W., & Hochweber, J. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.03.002 · Cited by 125
Student – Feedback Interaction Model: Revised
Lipnevich, A. A., & Smith, J. K. (2022) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2022.101208 · Cited by 125
Learning from feedback: Spacing and the delay–retention effect.
Smith, T. A., & Kimball, D. R. (2010) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0017407 · Cited by 127
High-Stakes Testing: Can Rapid Assessment Reduce the Pressure?
Yeh, S. S. (2006) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/j.1467-9620.2006.00663.x · Cited by 123
A meta-review of the student role in feedback
der Kleij, F. M. V., Adie, L. E., & Cumming, J. (2019) · International Journal of Educational Research · doi:10.1016/j.ijer.2019.09.005 · Cited by 150
Waking the Dead: Using interactive technology to engage passive listeners in the classroom
Guthrie, R. W., & Carlin, A. (2004) · Journal of the Association for Information Systems · Cited by 121
Selective use of animation and feedback in computer-based instruction
Park, O.-C., & Gittelman, S. S. (1992) · Educational Technology Research and Development · doi:10.1007/bf02296897 · Cited by 138
Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content
Gielen, M., & De Wever, B. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.06.019 · Cited by 122
Animated agents and learning: Does the type of verbal feedback they provide matter?
Lin, L., Atkinson, R. K., Christopherson, R. M., Joseph, S. S., & Harrison, C. J. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.04.017 · Cited by 124
Questioning as an instructional method: Does it affect learning from lectures?
Campbell, J., & Mayer, R. E. (2008) · Applied Cognitive Psychology · doi:10.1002/acp.1513 · Cited by 127
Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving
Attali, Y., & van der Kleij, F. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.03.012 · Cited by 119
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
Elaborated feedback and learning: Examining cognitive and motivational influences
Wang, Z., Gong, S.-Y., Xu, S., & Hu, X.-E. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.04.003 · Cited by 114
Assessment steers learning down the right road: Impact of progress testing on licensing examination performance
Norman, G. R., Neville, A. J., Blake, J. M., & Mueller, B. (2010) · Medical Teacher · doi:10.3109/0142159x.2010.486063 · Cited by 114
Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change
Gormally, C. L., Evans, M., & Brickman, P. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.13-12-0235 · Cited by 123
Commentary: Evaluating the Validity of Formative and Interim Assessment
Shepard, L. A. (2009) · Educational Measurement Issues and Practice · doi:10.1111/j.1745-3992.2009.00152.x · Cited by 122
Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis.
Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000190 · Cited by 112
School performance feedback systems: Conceptualisation, analysis, and reflection
Visscher, A. J., & Coe, R. (2003) · School Effectiveness and School Improvement · doi:10.1076/sesi.14.3.321.15842 · Cited by 109
Classwide Interventions
Conroy, M. A., Sutherland, K. S., Snyder, A., & Marsh, S. (2008) · Teaching Exceptional Children · doi:10.1177/004005990804000603 · Cited by 108
Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48
Green, M. L., Moeller, J. J., & Spak, J. M. (2018) · Medical Teacher · doi:10.1080/0142159x.2018.1430354 · Cited by 107
Encouraging girls in math and science
Halpern, D. F., Aronson, J. M., Reimer, N., Simpkins, S. D., Star, J. R., & Wentzel, K. R. (2007) · Digital Access to Scholarship at Harvard (DASH) (Harvard University) · Cited by 107
Attention paid to feedback provided by a computer-based assessment for learning on information literacy
Timmers, C. F., & Veldkamp, B. P. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.11.007 · Cited by 113
Lexical integration of novel words without sleep.
Lindsay, S., & Gaskell, M. G. (2012) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0029243 · Cited by 114
Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation
Carle, A. C., Jaffee, D., & Miller, D. (2008) · Computers & Education · doi:10.1016/j.compedu.2008.09.005 · Cited by 101
Delivering Effective Student Feedback in Higher Education: An Evaluation of the Challenges and Best Practice
Williams, A. E. (2024) · International Journal of Research in Education and Science · doi:10.46328/ijres.3404 · Cited by 139
You Can't Fatten A Hog by Weighing It - Or Can You? Evaluating an Assessment for Learning System Called ACED
Shute, V. J., Hansen, E. G., & Almond, R. G. (2008) · doi:10.5555/1497124.1497126 · Cited by 100
Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility
Witt, P. L., & Kerssen‐Griep, J. (2010) · Communication Education · doi:10.1080/03634523.2010.507820 · Cited by 102
Monitoring Affect States During Effortful Problem Solving Activities
D’Mello, S. K., Lehman, B. A., & Person, N. K. (2010) · International Journal of Artificial Intelligence in Education · doi:10.3233/jai-2010-012 · Cited by 98
Applying a connectionist description of feedback timing
Clariana, R. B., Wagner, D., & Rohrer-Murphy, L. (2000) · Educational Technology Research and Development · doi:10.1007/bf02319855 · Cited by 106
The application of social cognitive theory to web‐based learning through NetPorts
Wang, S., & Lin, S. S. J. (2006) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2006.00645.x · Cited by 98
A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention
Latimier, A., Peyre, H., & Ramus, F. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09572-8 · Cited by 96
What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough
Wollenschläger, M., Hattie, J., Machts, N., Møller, J., & Harms, U. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2015.11.003 · Cited by 99
The Instructional Feedback Orientation Scale: Conceptualizing and Validating a New Measure for Assessing Perceptions of Instructional Feedback
King, P. E., Schrodt, P., & Weisel, J. J. (2009) · Communication Education · doi:10.1080/03634520802515705 · Cited by 99
Instructional Effects of Teacher Feedback in Physical Education
Lee, A. M., Chin, K. N., & Magill, R. A. (1993) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.12.3.228 · Cited by 95
Effectiveness of Computer-Assisted Instruction in Statistics
Sosa, G. W., Berger, D. E., Saw, A. T., & Mary, J. (2010) · Review of Educational Research · doi:10.3102/0034654310378174 · Cited by 111
The effects of individual or group guidelines on the calibration accuracy and achievement of high school biology students
Bol, L., Hacker, D. J., Walck, C. C., & Nunnery, J. A. (2012) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2012.02.004 · Cited by 102
Effects of a Data-Driven District Reform Model on State Assessment Outcomes
Slavin, R., Cheung, A., Holmes, G., Madden, N. A., & Chamberlain, A. (2013) · American Educational Research Journal · doi:10.3102/0002831212466909 · Cited by 98
Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort. Report to Congress.
Dynarski, M., Agodini, R., Heaviside, S., Carey, N., Campuzano, L., Means, B., Murphy, R. F., Penuel, W. R., Javitz, H., Emery, D., et al. (2007) · National Center for Education Evaluation and Regional Assistance · Cited by 92
The Case for and against Homework.
Marzano, R. J., & Pickering, D. J. (2007) · Cited by 91
The design, development, and implementation of student-facing learning analytics dashboards
Bodily, R., Ikahihifo, T. K., Mackley, B., & Graham, C. R. (2018) · Journal of Computing in Higher Education · doi:10.1007/s12528-018-9186-0 · Cited by 91
The Role of Repeated Retrieval in Shaping Collective Memory
Roediger, H. L., III, Zaromb, F. M., & Butler, A. C. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511626999.009 · Cited by 89
A problem solving oriented intelligent tutoring system to improve students' acquisition of basic computer skills
Wang, D., Han, H. D., Zhan, Z., Xu, J. B., Liu, Q., & Ren, G. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.10.003 · Cited by 110
Feedback Dialogues That Stimulate Students' Reflective Thinking
van der Schaaf, M. F., Baartman, L. K. J., Prins, F. J., Oosterbaan, A. E., & Schaap, H. (2011) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2011.628693 · Cited by 95
Unfulfilled promise, untapped potential: Feedback at the crossroads
Watling, C. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.889812 · Cited by 90
Classroom Strategies to Enhance Academic Engaged Time
Gettinger, M., & Walter, M. J. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_31 · Cited by 89
Untitled work
(2015) · NORA - Norwegian Open Research Archives · Cited by 89
Does Automated Feedback Help Students Learn to Write?
Kellogg, R. T., Whiteford, A. P., & Quinlan, T. (2010) · Journal of Educational Computing Research · doi:10.2190/ec.42.2.c · Cited by 88
The crucial role of motivation and emotion in classroom learning
Boekaerts, M. (2010) · Educational research and innovation · doi:10.1787/9789264086487-6-en · Cited by 99
Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback
Fong, C. J., Warner, J. R., Williams, K. M., Schallert, D. L., Chen, L., Williamson, Z. H., & Lin, S. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.05.019 · Cited by 103
Deficiencies of Traditional Grading Systems and Recommendations for the Future
Cain, J. J., Medina, M. S., Romanelli, F., & Persky, A. M. (2021) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe8850 · Cited by 108
Effective Student Use of Computerized Quizzes
Brothen, T., & Wambach, C. A. (2001) · Teaching of Psychology · doi:10.1207/s15328023top2804_10 · Cited by 84
From handheld collaborative tool to effective classroom module: Embedding CSCL in a broader design framework
Roschelle, J., Rafanan, K., Estrella, G., Nussbaum, M., & Claro, S. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.04.012 · Cited by 86
Scaffolding feedback to maximize long-term error correction
Finn, B., & Metcalfe, J. (2010) · Memory & Cognition · doi:10.3758/mc.38.7.951 · Cited by 102
Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment
Timmers, C. F., den Broek, J. B.-V., & van den Berg, S. M. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.07.007 · Cited by 97
Maturational differences in undergraduate medical students’ perceptions about feedback.
Murdoch‐Eaton, D., & Sargeant, J. (2012) · Medical Education · doi:10.1111/j.1365-2923.2012.04291.x · Cited by 83
The use of informational feedback in instruction: Implications for future research
Mory, E. (1992) · Educational Technology Research and Development · doi:10.1007/bf02296839 · Cited by 96
The misdirection of public policy: comparing and combining standardised effect sizes
Simpson, A. P. (2017) · Journal of Education Policy · doi:10.1080/02680939.2017.1280183 · Cited by 83
Beyond ‘driving’: The relationship between assessment, performance and learning
Scott, I. M. (2019) · Medical Education · doi:10.1111/medu.13935 · Cited by 85
Providence-St. Mel School: How a School That Works for African American Students Works.
Pressley, M. G., Raphael, L. M., Gallagher, J. D., & DiBella, J. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.2.216 · Cited by 78
Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback
Wu, Y., & Schunn, C. D. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102160 · Cited by 78
Assessment for learning: a case study using feedback effectively in an essay‐style test
Ellery, K. (2008) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930701562981 · Cited by 78
Designing Effective Feedback Messages in Serious Games and Simulations: A Research Review
Johnson, C. I., Bailey, S. K. T., & Buskirk, W. L. V. (2016) · Springer eBooks · doi:10.1007/978-3-319-39298-1_7 · Cited by 89
Equivalence of Screen Versus Print Reading Comprehension Depends on Task Complexity and Proficiency
Lenhard, W., Schroeders, U., & Lenhard, A. (2017) · Discourse Processes · doi:10.1080/0163853x.2017.1319653 · Cited by 79
Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement
Gielen, M., & Wever, B. D. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.07.012 · Cited by 80
Towards understanding the effective design of automated formative feedback for programming assignments
Hao, Q., Smith, D. H., Ding, L., Ko, A. J., Ottaway, C., Wilson, J., Arakawa, K., Turcan, A., Poehlman, T., & Greer, T. (2021) · Computer Science Education · doi:10.1080/08993408.2020.1860408 · Cited by 90
The Interplay Between Student Evaluation and Instruction: Grading and Feedback in Mathematics Classrooms
Rakoczy, K., Klieme, E., Bürgermeister, A., & Harks, B. (2008) · Zeitschrift für Psychologie / Journal of Psychology · doi:10.1027/0044-3409.216.2.111 · Cited by 76
A portrait of benchmark school: How a school produces high achievement in students who previously failed.
Pressley, M. G., Gaskins, I. W., Solic, K., & Collins, S. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.2.282 · Cited by 78
Online cognition: factors facilitating reliable online neuropsychological test results
Feenstra, H. E. M., Vermeulen, I., Murre, J. M. J., & Schagen, S. B. (2016) · The Clinical Neuropsychologist · doi:10.1080/13854046.2016.1190405 · Cited by 70
Public speaking performance improvement as a function of information processing in immediate and delayed feedback interventions
King, P. E., Young, M. J., & Behnke, R. R. (2000) · Communication Education · doi:10.1080/03634520009379224 · Cited by 75
Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course
Howitz, W. J., McKnelly, K. J., & Link, R. D. (2020) · Journal of Chemical Education · doi:10.1021/acs.jchemed.0c00450 · Cited by 75
The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing
Lui, A. M., & Andrade, H. L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751548 · Cited by 71
Instructor–learner neural synchronization during elaborated feedback predicts learning transfer.
Zhu, Y., Leong, V., Hou, Y., Zhang, D., Pan, Y., & Hu, Y. (2021) · Journal of Educational Psychology · doi:10.1037/edu0000707 · Cited by 72
Student Self-Assessment: At the Intersection of Metacognition and Authentic Assessment.
Andrade, H. G. (1999) · Cited by 71
Optimizing Worked‐Example Instruction in Electrical Engineering: The Role of Fading and Feedback during Problem‐Solving Practice
Moreno, R., Martin Reisslein, B., & Özoğul, G. (2009) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2009.tb01007.x · Cited by 74
Understanding the cognitive processes involved in writing to learn
Arnold, K. M., Umanath, S., Thio, K., Reilly, W. B., McDaniel, M. A., & Marsh, E. J. (2017) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000119 · Cited by 69
Effects of multiple-try feedback and question type during mathematics problem solving on performance in similar problems
Attali, Y. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.08.011 · Cited by 70
The Impact of Feedback on Goal Setting and Task Performance
Krenn, B., Würth, S., & Hergovich, A. (2013) · Swiss Journal of Psychology · doi:10.1024/1421-0185/a000101 · Cited by 70
Assessing and Improving the Quality of Group Critical Thinking Exhibited in the Final Projects of Collaborative Learning Groups
Schamber, J. F., & Mahoney, S. L. (2006) · The Journal of General Education · doi:10.1353/jge.2006.0025 · Cited by 90
The Feedback Principle in Multimedia Learning
Johnson, C. I., & Priest, H. A. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139547369.023 · Cited by 79
Computers, graphics & learning
Rieber, L. P. (1994) · Medical Entomology and Zoology · Cited by 70
Learning from errors: Students' and instructors' practices, attitudes, and beliefs
Pan, S. C., Sana, F., Samani, J., Cooke, J., & Kim, J. A. (2020) · Memory · doi:10.1080/09658211.2020.1815790 · Cited by 65

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
Publisher: American Educational Research Association (AERA)
Published: 1991-06
Volume: 61
Issue: 2
Pages: 213-238
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/00346543061002213
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
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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 ›

Are you an author, or do you see a problem with this page? Request a review

The instructional effect of feedback in test-like events.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks