Feedback research revisited.

By E. Mory. 2004

634 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2fde1d3e99ee0c9f989a8488b1978756a82a1bd4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Improving the effectiveness of peer feedback for learning (2009, background): “Mory (2003) discusses four perspectives on how feedback supports learning.”
Peer Feedback in Learning English Writing: Advantages and Disadvantages (2013, background): “Mory (2003) discusses four perspectives on how feedback supports learning. First, feedback can be considered as an incentive for increasing response rate and/ or accuracy. Second, feedback can be regarded as a reinforcer that automatically connects responses to prior stimuli (focused on correct resp”
Feedback Strategies for Interactive Learning Tasks (2007, methodology): “In the internal loop, this depends a great deal on learners' abilities or skills in assessing their responses and performance (Mory, 1996, 2004).”
Gamification in assessment: Do points affect test performance? (2015, background): “However, despite a huge literature (Hattie & Timperley, 2007; Kluger & DeNisi, 1996; Mory, 2004), the specific mechanisms relating feedback to performance are still not well understood.”
Understanding feedback: A learning theory perspective (2013, methodology): “Authors that used social constructivism as a starting point implied that when providers are timing feedback, they should consider that learners should still remember their actions so that feedback is relevant to them (Mory, 2003).”
Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? (2010, background): “efficiency (Mory, 2004; Narciss, 2008), thus any generalisation of our results should be limited to the beginning level of writing, rather than the more general term academic writing.”
The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters (2012, background): “Yet, all reviews of feedback research note the wide variability of effects on learning (e.g., Hattie & Gan, 2011; Kluger & DeNisi, 1996; Mory, 2004).”
From feedback to revisions: Effects of feedback features and perceptions (2020, background): “Mory (2004) encouraged researchers to “identify measurable variables that can reflect internal cognitive and affective processing of learners that might potentially affect how feedback is perceived and utilized” (p. 777).”
Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes (2007, background): “In educational settings feedback has proved to be adequate to improve the progress of students' learning and to deepen learning processes (Chi, 1996; Mory, 2003).”
The nature of feedback: how different types of peer feedback affect writing performance (2009, background): “…giving feedback is a generally accepted practice in educational settings, specific features of effective feedback, such as the complexity (i.e., more versus less information) and timing (i.e., immediate versus delayed) of feedback, have been largely disputed (see Mory 2004; 1996 for review).”
Feedback on feedback practice: perceptions of students and academics (2017, background): “Though there are varied views, some common identifiable characteristics of effective feedback include that which is appropriate (Mory 2004), detailed and specific (HEA 2013; Poulos and Mahony 2008), perceived to be personal to the student (Ferguson 2011), encouraging, motivational and constructive (”
The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions. (2016, background): “, its timing, complexity, or content) contribute to the effectiveness of feedback is largely disputed (Molloy & Boud, 2014; Mory, 2004; Shute, 2008).”
Explanation Feedback Is Better Than Correct Answer Feedback for Promoting Transfer of Learning (2013, background): “Recent microlevel reviews of the feedback literature describe many of these theories but offer no new ideas regarding elaborative feedback (e.g., Mory, 2004; Shute, 2008).”
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes (2013, background): “•• EF (which can take many forms) seems to be the most effective feedback type (Mory, 2004; Shute, 2008; Van der Kleij et al., 2011), especially for higher order learning outcomes (Smith & Ragan, 2005; Van der Kleij et al., 2011).”
Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge (2016, background): “It is broadly defined as any information about performance or understanding that the learner can use to confirm, reject, or modify prior knowledge (Mory, 2004).”
Effectiveness of feedback: the students’ perspective (2008, background): “…of feedback research, Mory states that further research should focus on a number of areas, one of which is to identify measurable variables that can reflect internal cognitive and affective processes of learners, which might potentially affect how feedback is perceived and utilized (Mory 2004).”