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.
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 (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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Cites
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Cited by
Sorted by citations
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
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
“2 Bangert-Drowns, Kulik, Kulik, and Morgan (1991) Bangert-Drowns et al. (1991) examined 40 research studies on feedback using metaanalysis techniques.”
BackgroundInfluentialFeedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
The critical role of retrieval practice in long-term retention
Roediger, H. L., & Butler, A. C. (2011) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2010.09.003 · Cited by 1,796
Metadata
- 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
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