Feedback
Overview
- Influence: Feedback
- Domain: Teaching Strategies
- Sub-Domain: Feedback
- Potential to Accelerate Student Achievement: Potential to considerably accelerate
- Influence Definition: Feedback has for more than a century been regarded as critical to skill and knowledge acquisition, and yet debates have emerged about the most effective means of providing feedback. As critical is the variability in feedback influences. Feedback in the classroom can be defined as “information allowing a learner to reduce the gap between what is evident currently and what could or should be the case”. Specifically, feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of one’s performance or understanding that reduces the discrepancy between what is understood and what is aimed to be understood.
Evidence
- Number of meta-analyses: 7
- Number of studies: 798
- Number of students: 13,396
- Number of effects: 2,074
- Effect size: 0.62
Meta-Analyses
| Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
|---|---|---|---|---|---|---|---|---|---|
| Journal of Research in Science Teaching | Yeany & Miller | USA | Effects of diagnostic/remedial instruction on science learning: A meta analysis | 1983 | Diagnostic feedback in college science | 49 | 0 | 49 | 0.52 |
| Psychological Bulletin | Kluger & DeNisi | Israel | The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory | 1996 | Feedback | 470 | 12,652 | 470 | 0.38 |
| Human Performance | Neubert | USA | The value of feedback and goal setting over goal setting alone and potential moderators of this effect: A meta-analysis | 1998 | Goals plus feedback | 16 | 744 | 16 | 0.63 |
| The Elementary School Journal | Graham, Hebert, & Harris | USA | Formative assessment and writing: A meta-analysis | 2015 | Feedback on writing | 27 | 0 | 27 | 0.61 |
| Advances in Health Science Education | Hatala, Cook, Zendejas, Hamstra, & Brydges | Canada | Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis. | 2014 | Feedback for simulation skills | 31 | 0 | 31 | 0.74 |
| TOEFL iBT Research Report | Biber, Nekrasova, & Horn | USA | The effectiveness of feedback for L1-English and L2 writing development: A meta-analysis. | 2011 | Feedback in ESL Writing and Reading | 25 | 0 | 88 | 0.87 |
| Child Education | Jeong-Hwa & Byung-gee | Korea | A meta-analysis of feedback effects on academic achievement. | 2019 | Feedback | 180 | 0 | 1,393 | 0.59 |
| TOTAL/AVERAGE | 798 | 13,396 | 2,074 | 0.62 | |||||
Confidence
The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:
-
Number of Meta-analyses
- 1 = 1
- 2 = 2–3
- 3 = 4–6
- 4 = 7–9
- 5 = 10+
-
Number of Studies
- 1 = 1–10
- 2 = 11–50
- 3 = 51–200
- 4 = 201–400
- 5 = 400+
-
Number of Students
- 1 = 1–2,500
- 2 = 2,501–10,000
- 3 = 10,000–20,000
- 4 = 20,000–100,000
- 5 = 100,001+
-
Number of Effects
- 1 = 1–100
- 2 = 101–300
- 3 = 301–600
- 4 = 601–1,200
- 5 = 1,200+
| Number of Meta-Analyses | Number of Studies | Number of Students | Number of Effects | Overall Confidence | |
|---|---|---|---|---|---|
| Confidence Factor | 4 | 5 | 3 | 5 | 4 |