The presentation of feedback and how we can maximise student’s learning.
Written by: Jayne Lavelle
8 min read
JAYNE LAVELLE, ITT, UNIVERSITY OF WARWICK, UK
There are many ways in which a student’s learning can be maximised and, as this paper will address, feedback can be seen as the most powerful aspect of teaching and learning. However, despite this, why is feedback so powerful and why is it variable? According to Hattie and Zierer (2017), ‘feedback’ is extensively studied and highly influential in improving learning performance. Hattie’s ‘Visible learning’ (2009) reports an average effect size of 0.75, based on 25 meta-analyses conducted in the last 30 years. However, feedback can have both positive and negative effects, making it one of the most variable influences in education. It is by far one of the most researched methods of pedagogy. Largely understood and widely agreed upon, feedback should be timely, specific and actionable, in order to help the student to understand what they have learned and what they need to improve. In contrast, the importance of presentation seems t
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.
- Alexander, R.J. 2020, A dialogic teaching companion, Routledge, Taylor & Francis Group, London.
- Andrade H (2018) Feedback and self-assessment. In: Lipnevich AA and Smith JK (Eds) The Cambridge handbook of instructional feedback. Cambridge: Cambridge University Press.
- Black P, Harrison C, Lee C et al. (2004) Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan 86(1): 8–21.
- Black P and Wiliam D (1998) Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice 5(1): 7–74.
- Bond L, Smith R, Baker WK et al. (2000) The Certification System of the National Board for Professional Teaching Standards: A Construct and Consequential Validity Study. Greensboro, NC: Center for Educational Research and Evaluation, The University of North Carolina at Greensboro.
- Boud D (1995) Enhancing learning through self-assessment. New York: Routledge.
- Brookhart SM (2008) How to Give Effective Feedback to Your Students. Alexandria: Association for Supervision & Curriculum Development.
- Butler R (1988) Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology 58(1): 1–14.
- Hargreaves E (2017) Children’s Experiences of Classrooms: Talking about Being Pupils in the Classroom. London: SAGE Publications.
- Hattie J (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London; New York: Routledge.
- Hattie J and Clarke S (2018) Visible Learning: Feedback, 1st ed. Abingdon: Routledge.
- Hattie J and Timperley H (2007) The power of feedback. Review of Educational Research 77(1): 81–112.
- Hattie J and Zierer K (2017) 10 Mindframes for Visible Learning: Teaching for Success, 1st ed. Routledge.
- Howie E, Sy S, Ford L et al. (2000) Human-computer interface design can reduce misperceptions of feedback. System Dynamics Review 16(3): 151–171.
- Kluger AN and DeNisi A (1996) The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin 119(2): 254–284.
- Lilly J, Peacock A, Shoveller S et al. (2014) Beyond levels: Alternative assessment approaches developed by teaching schools: Research report. National College for Teaching & Leadership. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/349266/beyond-levels-alternative-assessment-approaches-developed-by-teaching-schools.pdf (accessed 3 July 2023).
- Lipnevich AA and Panadero E (2021) A review of feedback models and theories: Descriptions, definitions, and conclusions. Frontiers in Education 6: article 720195.
- Narciss S and Huth K (2006) Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction 16(4): 310–322.
- Nassaji H and Wells G (2000) What's the use of 'triadic dialogue'?: an investigation of teacher-student interaction. Applied Linguistics 21(3): 376–406.
- Newman M, Kwan I, Bird K et al. (2021) The impact of Feedback on student attainment: a systematic review. Available at: https://d2tic4wvo1iusb.cloudfront.net/production/documents/pages/Systematic-Review-of-Feedback-EPPI-2021-1.0.pdf?v=1688847570 (accessed 8 July 2023).
- Ofsted (2018) Ofsted inspection – clarification for schools. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/730129/Ofsted_inspections_-_clarification_for_schools_270718.pdf (accessed 11 July 2021).
- Perrenoud P (1991) Towards a pragmatic approach to formative evaluation. In: Weston P (Ed) Assessment of pupil achievement. Amsterdam, Netherlands: Swets and Zeitlinger, pp. 79–101.
- Sadler DR (1989) Formative assessment and the design of instructional systems. Instructional Science 18(2): 119–144.
- Torrance H (2012) Formative assessment at the crossroads: conformative, deformative and transformative assessment. Oxford Review of Education 38(3): 323–342.
- Tunstall P and Gsipps C (1996) Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal 22(4): 389–404.
- Walker JMT (2009) Authoritative classroom management: How control and nurturance work together. Theory Into Practice 48: 122–129.
Subscribe
Please login to comment
0 Comments
Oldest
