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The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory
Abstract and Figures
Since the beginning of the century, feedback interventions (FIs) produced negative--but largely ignored--effects on performance. A meta-analysis (607 effect sizes; 23,663 observations) suggests that FIs improved performance on average (
d = .41) but that over one-third of the FIs decreased performance. This finding cannot be explained by sampling error, feedback sign, or existing theories. The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes. The results suggest that FI effectiveness decreases as attention moves up the hierarchy closer to the self and away from the task. These findings are further moderated by task characteristics that are still poorly understood. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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... Številni strokovnjaki (npr. Bangert-Drowns idr., 1991;Butler in Winne, 1995;Hattie in Timperley, 2007;Kluger in DeNisi, 1996;Sadler, 2010) so preučevali, kaj je tisto, kar naredi razliko med povratnimi informacijami, ki bodo najverjetneje pozitivno vplivale na učenje, ter tistimi, ki učenja najverjetneje ne bodo učinkovito podprle. Povratne informacije predstavljajo posredniški proces, ki naj bi podprl pomenljivo učenje za učence s spodbujanjem njihove uporabe informacij za vzpostavljanje povezav med zamislimi na podlagi povratnih informacij in njihovimi dejanji. ...
... Kakovost povratnih informacij močno vpliva na učenje. Kluger in DeNisi (1996) sta opravila pregled raziskav o povratnih informacijah, ki so temeljile na uporabi kontrolnih (brez povratnih informacij) in eksperimentalnih (s povratnimi informacijami) skupin, ter ugotovila, da so povratne informacije močno vplivale na učenje. Povprečno je bil vpliv povratnih informacij na učne rezultate velik, tako v pozitivnem kot v negativnem smislu, odvisno od njihove narave. ...
... There have been many studies on feedback and its relation to learning and performance (e.g. Kluger & DeNisi, 1996;Kulhavy & Wager, 1993;Narciss & Huth, 2004). Generally, feedback is considered an integral component of the learning process and "an essential element of theories of learning and instruction" (Bangert-Drowns et al., 1991, p. 214). ...
... Second, these reports are immediately available after the due date also makes the feedback more useful. Kluger and DeNisi (1996) found that the features of feedback that effectively promote learning vary depending on the context. Specific and explanatory feedback proves especially beneficial through the three cognitive mechanisms mentioned previously (see also Shute, 2008). ...
Lay Description
What is already known about this topic
Students' early academic performance predicts end‐of‐year success.
Students' self‐regulated learning behaviours are another predictor of academic success.
Clickstream data have been used as an indicator of the application of self‐regulated learning strategies, particularly behaviours associated with seeking feedback.
Indicators of feedback‐seeking behaviours reflected via clickstream data have been shown to predict student learning.
Yet, how soon associations between early performance and such indicators of self‐regulated learning as feedback‐seeking are robust across different groups of learners, different learning circumstances, and different types of learning outcomes has yet to be more fully understood.
What this paper adds
We investigated whether performance and feedback‐seeking behaviours predict end‐of‐year learning outcomes at different points during the academic year across multiple cohorts of learners (2017–2018, 2018–2019, and 2019–2020) and using two different learning outcomes (class grades, AP exam scores).
One cohort was affected by COVID‐19 during the 2019–2020 academic year, allowing us to examine whether differences emerge amidst unprecedented circumstances.
We used assignment scores and online feedback‐seeking to predict end‐of‐year learning outcomes.
Assignment scores were positively associated with end‐of‐year grades.
First assignment performance predicted AP exam scores.
Use of feedback (an indication of self‐regulated learning behaviours) tended to predict learning outcomes, though not consistently across cohorts.
Implications for practice and/or policy
The findings from this study could improve understanding of how digital learning platform measurements predict end‐of‐year learning outcomes though also highlight the importance of context differences.
Such findings hold implications for early identification of at‐risk students and appreciation for differences between learners and contexts.
These findings also contribute to a growing understanding of the impact of the COVID‐19 pandemic on student engagement and learning.
... Однако, как справедливо замечают критики данного подхода, в процессе обучения положительное и отрицательное подкрепления не всегда приводят к закреплению образовательных результатов. В дальнейшем изучением обратной связи занимались многочисленные зарубежные исследователи (подробный исторический обзор представлен в статье D.A. Kluger и A. DeNisi [23]. Однако, как отмечается в вышеуказанной статье, значительное число прошлых работ не соответствуют современным понятиям о качестве исследования. ...
The article raises the question of how
feedback is related to students’ agency and under what conditions feedback
is most effective.
This chapter covers emotional situations that are likely to arise in the process of reflection on a produced story and receiving feedback on it, namely: feelings of pride and satisfaction when positively evaluating your work, as well as receiving positive feedback within and outside the newsroom; the anxiety and frustration that come with the lack of feedback from editors and/or audiences; and the anxiety, frustration, anger and sadness when the feedback is critical and/or negative. It is suggested that key strategies to manage these emotions include internal processing by perspective-taking (e.g., acknowledging that a story may have an impact even when audiences do not publicly engage with it); boundary-setting, such as deciding not to see or read negative comments; and verbal processing with peers.
In Germany and Canada, the integration of immigrants into the labour market is closely related to the various approaches towards the recognition and validation of informal learning. This paper aims to analyse the informal learning measures undertaken by immigrants as well as those offered by employers in the health and information and communication technology sectors during the labour market integration process. The study focused on nurses as well as IT project managers and programmers. The comparison focuses on the occurrence and quality of the four dimensions of the dynamic model of informal learning from an individual and an organisation perspective. The results show similarities between these two perspectives regarding the relevance of the four dimensions in the integration of immigrants into the labour market. In addition, clear differences between the two investigated sectors as well as country‐specific differences appear.
The present study aims to develop, validate, and cross‐validate an instrument measuring three proactive social informal learning activities, namely feedback seeking, help seeking and information seeking. Prior research mainly focused on detecting or measuring the frequency of these seeking behaviours and did not consider whether the information, help or feedback that has been sought was also used. Furthermore, although these seeking behaviours were studied extensively in different research fields, the current study takes a learning perspective and interprets feedback, help and information seeking as learning activities. The questionnaire was completed by a convenient sample of 650 professionals working in higher education, consultancy, retail and food production. We performed an exploratory factor analysis ( N = 230 educators) to explore the structure of the questionnaire. This was followed by a confirmatory factor analysis ( N = 230 educators) to confirm the structure. Finally, we cross‐validated the questionnaire in a sample of business professionals ( N = 190) by testing for measurement invariance. The final questionnaire resulted in a five‐factor structure measuring the (1) Use of Feedback Seeking , (2) Frequency of Help and Information Seeking , (3) Use of Help seeking , (4) Use of Information Seeking and (5) Frequency of Feedback Seeking . The current study presents a preliminary, yet promising instrument that taps into proactive social informal learning.
This study explores the impact of screencast feedback on maths tests for junior and high school students. While prior research emphasises the influence of feedback on learning, its effectiveness varies with type and delivery. Although studies in higher education observe improved precision and emotional connections through screencast feedback, its applicability in secondary education remains understudied. The authors surveyed 99 students, collecting responses via an 11-item questionnaire after the students had received feedback. Through thematic analysis, they found 72% favoured video feedback due to its clarity, depth and personal touch. Conversely, 17% preferred written feedback for efficiency. These findings underscore the benefits of screencasting feedback, highlighting its comprehensibility and individualised nature. Given the rise of digital learning, educators are encouraged to adopt screencasting as a valuable tool for enhancing feedback in academic settings.
This study investigated the effects of initial achievement orientation and prior success feedback on the rate of mastery of subsequent easy and difficult tasks. Eighty male introductory psychology students (40 high in initial achievement orientation and 40 low) were administered six trials of a digit-symbol substitution task on which they received either success feedback or no feedback. All participants then learned an easy or difficult list of paired-associates with no feedback about performance given. Results indicate success facilitates digit-symbol performance in general, but slightly more so for participants initially low in achievement orientation. The transfer effects of prior success feedback indicated a disordinal Trait by Treatment by Task Difficulty interaction. Here, prior success feedback has: 1) no effect on rate of mastery of a subsequent easy task, 2) a positive transfer effect on rate of mastery of a subsequent difficult task for participants initially high in achievement orientation, and 3) a negative transfer effect on rate of mastery of a subsequent difficult task for participants initially low in achievement orientation.
Rate of legal body checking (hit rate) was targeted for change for each of two consecutive seasons for a university hockey team that had a chronic losing record. Following baseline recording (A), the interventions of publicly posted individual feedback (B), goal setting (C), and praise (D) were successively introduced "on-the-baseline" using a components-analysis research strategy. An analogous design and procedure was used the following season, with the exception that more intensive training was given to the coach on the delivery of praise. Overall, the mean hit rate increased 82% (excluding the highly talented senior players who initiated the first project application) and 141% (no exclusions), respectively, for the 2 years. Moreover, with the single exception of the praise treatment of the first year, increments in hit rate occurred with the onset and tenure of each intervention (most ps
In this chapter I attempt to integrate the ideas presented in previous chapters into a coping conceptualization of human LH. First I elaborate on the coping process that underlies LH effects, the direct and indirect antecedents of these effects, and the mediational sequences that go from helplessness training to performance changes. Then I deal with the psychological meanings of reactance and LH deficits and elaborate on their functional and dysfunctional aspects as well as on their generalization over time and across situations.
The purpose of this study was to determine the effects of varying degrees of feedback on the number of correct guesses (hits) subjects-make in response to a computerized ESP test. 24 subjects from undergraduate psychology courses volunteered to participate. Random assignment of subjects was made to one of four feedback conditions as follows: (1) total feedback, (2) correct feedback, (3) incorrect feedback, (4) no feedback. A computer program was written to permit two computer terminals (CRTs) to interact in such a way that one terminal served as the “target presenter” and the second terminal served to permit a subject to guess the identity of the target on the first terminal. The computer program provided one of the four levels of immediate feedback to the subjects. An analysis of variance between the mean correct (hit) scores for each feedback group was significant. A Scheffé pairwise-comparison test showed that the largest difference between means was between the correct feedback versus the incorrect feedback groups. Theoretical interpretations and comparisons are offered in the light of principles of learning versus characteristics of psi.
