The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research
By Benedikt Wisniewski, Klaus Zierer, John A. C. Hattie. Frontiers in Psychology, 2020
1,011 citations recorded by the source corpus.
A meta-analysis (435 studies, k = 994, N > 61,000) of empirical research on the effects of feedback on student learning was conducted with the purpose of replicating and expanding the Visible Learning research (Hattie and Timperley, 2007; Hattie, 2009; Hattie and Zierer, 2019) from meta-synthesis. Overall results based on a random-effects model indicate a medium effect (d = 0.48) of feedback on student learning, but the significant heterogeneity in the data shows that feedback cannot be understood as a single consistent form of treatment. A moderator analysis revealed that the impact is substantially influenced by the information content conveyed. Furthermore, feedback has higher impact on cognitive and motor skills outcomes than on motivational and behavioral outcomes. We discuss these findings in the light of the assumptions made in The power of feedback (Hattie and Timperley, 2007). In general, the results suggest that feedback has rightly become a focus of teaching research and practice. However, they also point toward the necessity of interpreting different forms of feedback as independent measures.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/08dba618dd4fe18935409da79873b1149d85f373
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Citations in the corpus
- Formative assessment and feedback for learning in higher education: A systematic review (2021, background): “However, the more recent meta- analysis by Wisniewski et al. (2020) found no evidence to support this claim.”
- Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? (2022, neutral): “When it comes to developing capabilities to learn, effective scaffolding and feedback are essential (Wisniewski, Zierer, & Hattie, 2020).”
- Are We There Yet? - A Systematic Literature Review on Chatbots in Education (2021, background): “75, while (Wisniewski et al., 2019) even report a mean effect of d 0.”