.png){kind=icon}
Return
Focus on formative feedback
.png){kind=icon}
OA
AI
DOI：10.3102/0034654307313795.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
This article reviews the corpus of research on feedback, with a focus on formative feedback-defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific. Formative feedback is usually presented as information to a learner in response to some action on the learner's part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some time has elapsed). Finally, several variables have been shown to interact with formative feedback's success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues are discussed. This review concludes with guidelines for generating formative feedback.
Keywords:
formative feedback
learning
performance
Journal
IF:
10.6
Papers:
1.6K
Citations:
7.4K
Organization
No organization information available
Cited Papers
AI: a lightweight system for tolerating concurrency bugs.png)
Proceedings of the 22nd ACM SIGSOFT International Symposium on Foundations of Software Engineering
OAAI
Proceedings of the 22nd ACM SIGSOFT International Symposium on Foundations of Software EngineeringIF0
OAAIShareSaveCognitive load theory and instructional design: Recent developmentsEDUCATIONAL PSYCHOLOGIST
EDUCATIONAL PSYCHOLOGISTIF11.4
PREAI
ShareSaveShareSaveShareSaveThe effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theoryPSYCHOLOGICAL BULLETIN
PSYCHOLOGICAL BULLETINIF19.8
PREAI
ShareSave
View more