The Power of Feedback
2007/03/01 by John Hattie, Helen Timperley · 12,315 citations
Engineering · Psychology · Social Sciences · #Cognitive psychology #Computer science #Engineering #Evaluation of Teaching Practices #Innovative Teaching and Learning Methods #Meaning (existential) #Negative feedback #Positive feedback #Power (physics) #Psychology #Student Assessment and Feedback
paper · open access · doi:10.3102/003465430298487
published in Review of Educational Research 77(1), 81-112 (SAGE Publishing)
openalex publication_date 2007/03/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/06
Abstract
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.
Citations
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