The power of feedback.

By L. Ambrose, Paula Moscinski. Healthcare executive, 2002

6,728 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/34c0410aaaed15350e3c576ad2bc327e8a444c65

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

What makes for effective feedback: staff and student perspectives (2019, background): “Feedback can be one of the most powerful influences on student learning (Hattie and Timperley 2007).”
The Impact of Indiana’s System of Interim Assessments on Mathematics and Reading Achievement (2013, background): “However, this level of impact is not undisputed (see Dunn & Mulvenon, 2009; Hattie & Timperley, 2007), and recent meta-analyses of formative assessments of various kinds at various levels also point to smaller effect sizes, in the .20 to .30 range (Kingston & Nash, 2011; Nyquist, 2003).”
Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “Many teachers and students seem to conceive of feedback in cognitivist terms, as information about strengths and weaknesses of student work and how it can be improved (Hattie and Timperley 2007; McLean, Bond, and Nicholson 2015).”
The Value and Effectiveness of Feedback in Improving Students’ Learning and Professionalizing Teaching in Higher Education (2016, background): “Giving feedback is an important skill for lecturers in higher education and has a major influence on the quality of the students’ learning process (Hattie & Timperley, 2007).”
Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators (2015, methodology): “This is consistent with prior research on feedback in general (Hattie & Timperley, 2007).”
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies (2021, background): “Feedback consists of information about the PSTs' skills during the learning process and how they can develop these skills in future practice (Hattie & Timperley, 2007; Thurlings, Vermeulen, Bastiaens, & Stijnen, 2013).”
Peer review in higher education: Student perceptions before and after participation (2014, background): “While the benefits to student learning of receiving effective feedback are well established in the research literature (see, for example, Hattie and Timperley, 2007; Shute, 2008), students often complain that feedback is lacking in quality and frequency.”
Sources of self-efficacy in mathematics: A validation study (2009, methodology): “Contents lists available at ScienceDirect Contemporary Educational Psychology journal homepage: www.elsevier .com/locate /cedpsych success (Bandura, 1997; and see Hattie & Timperley, 2007).”
Let’s not forget: Learning analytics are about learning (2014, result): “This finding is in marked contrast to the vast volume of research demonstrating that feedback is most effective when information is provided “at the process level” (for review, see Hattie & Timperley (2007)).”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “The main limitation of feedback at the task level is the difficulty for students to generalise messages to other tasks and take subsequent action (Hattie and Timperley 2007).”
A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective (2020, methodology): “The recommendation for the designers of user-centered learning analytics systems, including LADs, is to use established frameworks for feedback such as the one proposed by Hattie and Timperley [92] who distinguish four levels of feed-back: task, process, regulation, and self.”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “Given the inconsistent findings on the benefits of feedback, it is important to investigate related variables that may facilitate or inhibit its benefits on test performance (Hattie & Timperley, 2007).”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “This emphasis on corrective and explanatory feedback (see Hattie & Timperley, 2007) has caused researchers to neglect the other forms of feedback that are present in educational games, such as knowledge of correct response (KCR) feedback.”
The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “The observed differences might be related to a variety of factors (e.g., motivation, engagement, prior experiences with peer feedback, level of teaching resources, school learning atmosphere; Hattie & Timperley, 2007; Irvin et al., 2011; Shute, 2008).”
What Is Assessment for Learning (2011, methodology): “…used in the 1999 study that specifically mentioned feedback found an average effect size of 0.56 across 13,370 effect sizes in the 74 meta-analyses (Hattie & Timperley, 2007), but Hattie and Timperley found, as had Kluger and DeNisi (1996), that there was significant variability amongst the…”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “On the other hand, messages that are specific and sincere can have a powerful effect on the development of one’s self-efficacy (Schunk 1984; and see Hattie and Timperley 2007).”
Flaws in current human training protocols for spontaneous Brain-Computer Interfaces: lessons learned from instructional design (2013, methodology): “(what activities need to be undertaken)” (Hattie and Timperley, 2007).”