A Matrix of Feedback

Brooks, Cameron; Carroll, Annemaree; Gillies, Robyn M.; Hattie, John

doi:10.14221/ajte.2018v44n4.2

Cited by 81 publications

(113 citation statements)

References 29 publications

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“…In Table 1, we report the rotated factor loadings in pattern matrices of the exploratory factor analysis output. Comparing the loading patterns with the conceptual model of feedback type and level as described in the feedback matrix (Brooks et al, 2019), we find that although these three factors do not strictly follow the three feedback types or feedback levels, they show a partially cross-classified structure of feedback types and levels. Factor 1 consists predominantly of items of feeding up and feeding back at both task and process levels, factor 2 consists of items of self-regulation level feedback, and factor 3 consists of items of feeding forward at both task and process levels.…”

Section: Exploratory Factor Analysismentioning

confidence: 90%

“…In contrast to the explicit provision of task feedback, process and self-regulatory feedback was described as being given through prompts and questions with the purpose of activating learners to engage, think, reflect, self-monitor, and act upon the feedback. Brooks et al (2019) found self-regulatory feedback occurred infrequently in the classroom. Likewise, Brookhart (2017) argues that most feedback comes from the teacher, is directed to the student and is delivered through a variety of modes.…”

Section: Self-regulation Is a Unique Feedback Levelmentioning

confidence: 96%

“…An example of this would be feeding up at the task level. Items for the questionnaire were derived from a feedback for learning matrix (Brooks et al, 2019) that was designed upon Hattie and Timperley's model of feedback.…”

Section: Instrument Designmentioning

confidence: 99%

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What Is My Next Step? School Students' Perceptions of Feedback

et al. 2019

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Feedback literature is dominated by claims of large effect sizes, yet there are remarkable levels of variability relating to the effects of feedback. The same feedback can be effective for one student but not another, and in one situation but not another. There is a need to better understand how students are receiving feedback and currently there is relatively little research on school students' perceptions of feedback. In contrast, current social constructivist and self-regulatory models of feedback see the learner as an active agent in receiving, interpreting, and applying feedback information. This paper aims to investigate school student perceptions of feedback through designing a student feedback perception questionnaire (SFPQ) based upon a conceptual model of feedback. The questionnaire was used to collect data about the helpfulness to learning of different feedback types and levels. Results demonstrate that the questionnaire partially affirms the conceptual model of feedback. Items pertaining to feed forward (improvement based feedback) were reported by students as most helpful to learning. Implications for teaching and learning are discussed, in regard to how students receive feedback.

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Section: Exploratory Factor Analysismentioning

confidence: 90%

Section: Self-regulation Is a Unique Feedback Levelmentioning

confidence: 96%

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What Is My Next Step? School Students' Perceptions of Feedback

et al. 2019

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“…One of the most consistent findings about the power of feedback is the remarkable variability of effects. The existing research has identified several relevant moderators like timing and specificity of the goals and task complexity (Kluger and DeNisi, 1996) and sought to understand how recipients (e.g., students, teachers) receive and understand feedback, how to frame feedback to maximize this reception, and the more critical aspects of feedback that optimize its reception and use (Hattie and Clarke, 2018;Brooks et al, 2019).…”

Section: Research Questionsmentioning

confidence: 99%

The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research

2020

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A meta-analysis (435 studies, k = 994, N > 61,000) of empirical research on the effects of feedback on student learning was conducted with the purpose of replicating and expanding the Visible Learning research (Hattie and Timperley, 2007; Hattie, 2009; Hattie and Zierer, 2019) from meta-synthesis. Overall results based on a random-effects model indicate a medium effect (d = 0.48) of feedback on student learning, but the significant heterogeneity in the data shows that feedback cannot be understood as a single consistent form of treatment. A moderator analysis revealed that the impact is substantially influenced by the information content conveyed. Furthermore, feedback has higher impact on cognitive and motor skills outcomes than on motivational and behavioral outcomes. We discuss these findings in the light of the assumptions made in The power of feedback (Hattie and Timperley, 2007). In general, the results suggest that feedback has rightly become a focus of teaching research and practice. However, they also point toward the necessity of interpreting different forms of feedback as independent measures.

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“…To answer the second, third, and fourth research questions, feedback at the level of self was not included. Several authors consider self-level feedback to have a detrimental impact on learning (Brooks et al, 2019), even when it is used in combination with other feedback levels. So, after omitting the interactions with feedback moves that included self-level feedback, a total of 1,675 interactions were analysed and classified according to the different levels.…”

Section: Teacher-student Interaction: Feedback Characteristicsmentioning

confidence: 99%

Classroom Talk: The Ubiquity of Feedback

et al. 2019

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Classroom interactions play an important role in the learning and teaching of mathematics, and feedback emanating from these interactions is a powerful tool for enhancing student learning. These exchanges have been widely studied in higher education, but very few investigations have been carried out at the level of elementary students and teachers. This study aimed to contribute to existing knowledge of feedback, and to formulate guidelines to improve teacher feedback in elementary school. The specific objectives were to analyse the focus of feedback (a) by lesson purpose and type of interaction, (b) by type of question and student's answer, and (c) by gender and student achievement. Participants comprised five teachers and their 82 third-grade students attending an elementary school in Portugal. Mathematics lessons were video-recorded and a categorisation system to assess teacher-student interaction was developed, based on a review of the literature and empirical data. The results showed that most of the teacher-student interactions contained feedback, which was usually focused on a specific task, and less frequently on the ways in which tasks were processed. In terms of lesson purpose, teachers' feedback was evaluative, especially when they had initiated the interaction. Feedback became more effective when the initial move was made by the students. The focus of feedback was not related to the type of question asked, but it was associated with the certitude of the students' answers. We also observed an interaction effect between the focus of feedback, gender and achievement, with high-achievement boys receiving advantages. Our results hold important implications for teachers' classroom practices and professional development.

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A Matrix of Feedback

Cited by 81 publications

References 29 publications

What Is My Next Step? School Students' Perceptions of Feedback

What Is My Next Step? School Students' Perceptions of Feedback

The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research

Classroom Talk: The Ubiquity of Feedback

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