The Power of Feedback
Bibliographic Data
| ID | 5820164 |
|---|---|
| Authors | John Hattie (0000-0003-3873-4854, University of Auckland), Helen Timperley (University of Auckland) |
| Year | 2007 |
| Volume | 77 |
| Issue | 1 |
| Pages | 81-112 |
| Publication date | 2007-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.3102/003465430298487 |
| OpenAlex | W2560140854 |
| Language | EN |
| Citations received | 1.979 |
| References cited | 123 |
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms
Negative feedback · Positive feedback · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Student Assessment and Feedback
Professionalisierung von Grundschullehrkräften. Kontext, Bedingungen und Herausforderungen
Reimagining teaching in higher education
Toward an Interdisciplinary Model of Organized, Psychology-Based Persuasive Communication
Eficacia de la retroalimentación correctiva oral por parte de los docentes de inglés
Peer Review in a Social Policy Course
La bienveillance à l’épreuve de l’évaluation entre pairs à l’université
"Feedback must be a two-way exchange"
Criatividade em contexto organizacional
Rol Mediador Docente y Aprendizaje Autorregulado
Feedback
Knowledge construction in online learning communities
Towards a personal best
What do STEM+ Students from Two Chilean Universities do with their Teachers’ Written Feedback Comments Recorded in their Drafts and how is this Related to their Final Grades
Análisis de comentarios escritos de directores de tesis de posgrado
Identificación de conceptos clave en los procesos de tutorización
Variables associated with achievement in higher education
An Investigation Into Efl Teachers’ Perceptions of in-Class English Speaking Assessment
The Value of Raters’ Comments on the Writing Component of a Diagnostic Assessment for Language Advising
Matches and Mismatches Between Efl Teachers’ and Students’ Preferences for Corrective Feedback in English Speaking Classes at a Vietnamese University
Through the Eyes of Efl Teachers at Tertiary Level
The Cambridge Handbook of Applied School Psychology
The Cambridge Handbook of Computing Education Research
Personality and Educational Outcomes
Inklusion in der Lehramtsausbildung – Lerngegenstände, Interaktionen und Prozesse
Učenje in poučevanje v visokem šolstvu
Handbook of Self-Regulation of Learning and Performance
Breaking the cycle of mistrust
The benefits of receiving gratitude for helpers
Intelligent tutoring systems and learning outcomes
Sources of self-efficacy
Learning by reviewing.
Digital game-based learning
A review of AI teaching and learning from 2000 to 2020
The nature of feedback
Comparing the quality of human and ChatGPT feedback of students’ writing
Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)
Professional Development in Early Childhood Programs
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
From feedback to revisions
Supporting Learners' Agentic Engagement With Feedback
Academic self-efficacy
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education
Automated essay evaluation software in English Language Arts classrooms
A model for programmatic assessment fit for purpose
Workplace-based assessment as an educational tool
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
The Future of Student Self-Assessment
The feedback triangle and the enhancement of dialogic feedback processes
The Power of Feedback Revisited
A meta-review of the student role in feedback
Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity
Identifying a core set of science teaching practices
Reconceptualizing the Sources of Teaching Self-Efficacy
Self-fulfilling prophecies in the classroom
Relations between scripted online peer feedback processes and quality of written argumentative essay
Developing evaluative judgement
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes
Peer feedback content and sender's competence level in academic writing revision tasks
Applying Self-Determination Theory to Education
Formative Assessment and Writing
Developing the theory of formative assessment
A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students
State of the art – teacher effectiveness and professional learning
Interacting with educational chatbots
The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL
Making Sense of Assessment Feedback in Higher Education
A Systematic Review of Empirical Studies on Learning Analytics Dashboards
Formative Assessment
The Impact of Peer Assessment on Academic Performance
A review of feedback models and typologies
Impact of online classes on the satisfaction and performance of students during the pandemic period of Covid 19
Sources of self-efficacy in mathematics
Exploring students’ perspectives on Generative AI-assisted academic writing
The Gamification of Learning
Student perceptions of assessment feedback
Digital support for academic writing
Mobile-based assessment
Using learning analytics to scale the provision of personalised feedback
Educational Assessment Knowledge and Skills for Teachers
Online formative assessment in higher education
Peer reviewers learn from giving comments
Mobile-Based Assessment
Strengthening dialogic peer feedback aiming for deep learning in SPOCs
The “Educational Alliance” as a Framework for Reconceptualizing Feedback in Medical Education
The impact of a flipped classroom design on learning performance in higher education
Fusing self-regulated learning and formative assessment
Are We There Yet? - A Systematic Literature Review on Chatbots in Education
Exploring the value of peer feedback in online learning for the provider
Explainable Artificial Intelligence in education
The role of assessment in competency-based medical education
Feedback sources in essay writing
A Critical Review of Research on Student Self-Assessment
Formative Assessment
Facilitating productive use of feedback in higher education
Responsibility-Sharing in the Giving and Receiving of Assessment Feedback
Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation
Rethinking the Use of Tests
Student feedback literacy and engagement with feedback
Generalizing from Laboratory to Field Settings
Achievement motivation and attribution theory.
Attention and Self-Regulation
Effects of Learning Skills Interventions on Student Learning
Academic Work
Task-involving and ego-involving properties of evaluation
The Instructional Effect of Feedback in Test-Like Events
Feedback in written instruction
Contingencies of self-worth.
Timing of Feedback and Verbal Learning
Teacher Praise
"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class.
The Impact of Classroom Evaluation Practices on Students
The big-fish-little-pond effect on academic self-concept.
Origins and functions of positive and negative affect
Feedback and Self-Regulated Learning
Assessment and Classroom Learning
Attaining Self-Regulation
Motivation through the design of work
Formative assessment and the design of instructional systems
Intrinsic Motivation and Self-Determination in Human Behavior
In search of the false-uniqueness phenomenon
Threatened identities
Help-seeking
Self‐expectancies and reactions to evaluations of personal performance
The effects of feedback interventions on performance
Beyond the classroom
A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation
Performance feedback and self-focused attention in the classroom
Self-esteem and reactions to negative feedback
Effects on Second Language Learning of Variations in Written Feedback on Homework Assignments
Effects of self-esteem, hypothetical explanations, and verbalization of expectancies on future performance
Sex differences in learned helplessness
Self-assessment, self-enhancement, and task preference
The totalitarian ego
Instructional Effects of Cues, Participation, and Corrective Feedback
Drug choice as a self-handicapping strategy in response to noncontingent success
Self-efficacy mechanism in human agency
Motivated recruitment of autobiographical memories
Self-esteem and reactions to failure
On the self-serving function of an academic wooden leg
Reactance and helplessness following exposure to unsolvable problems
Change through paradox
Self-schemata and processing information about the self
The effects of self-esteem, success–failure, and self-consciousness on task performance
Rewarding pinball wizardry
Similarity and uniqueness
Seeking information about one's ability as a determinant of choice among tasks
The automated will
When our identities are mistaken
Praise for intelligence can undermine children's motivation and performance
Impact of conceptions of ability on self-regulatory mechanisms and complex decision making
The effects of reward contingency and performance feedback on intrinsic motivation
Enhancing and Undermining Intrinsic Motivation
Self-handicapping status, claimed self-handicaps and reduced practice effort following success and failure feedback
Effects of cognitive feedback on performance
Control theory
A Formalized Theory of the Self-Concept
| Unique citing works | 1.979 |
|---|---|
| Citations per year | 104,16 |
| Citation span | 2007 - 2026 (20) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 1.963 |