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    The power of feedback

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    Author
    Hattie, J; Timperley, H
    Date
    2007-03-01
    Source Title
    Review of Educational Research
    Publisher
    SAGE PUBLICATIONS INC
    University of Melbourne Author/s
    Hattie, John
    Affiliation
    Melbourne Graduate School of Education
    Metadata
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    Document Type
    Journal Article
    Citations
    Hattie, J. & Timperley, H. (2007). The power of feedback. REVIEW OF EDUCATIONAL RESEARCH, 77 (1), pp.81-112. https://doi.org/10.3102/003465430298487.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/30813
    DOI
    10.3102/003465430298487
    Abstract
    <jats:p> Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms. </jats:p>
    Keywords
    Specialist Studies in Education

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