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

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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

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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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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

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The instructional effect of feedback in test-like events.

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