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Focus on Formative Feedback

Focus on Formative Feedback 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Review of Educational Research SAGE

Focus on Formative Feedback

Review of Educational Research , Volume 78 (1): 37 – Mar 1, 2008

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References (106)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0034-6543
eISSN
1935-1046
DOI
10.3102/0034654307313795
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Review of Educational ResearchSAGE

Published: Mar 1, 2008

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