Understanding feedback: A learning theory perspective |
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| Institution: | 1. LOOK (Scientific Centre for Teacher Research), Open University of the Netherlands, P.O. Box 2960, NL 6401 DL Heerlen, The Netherlands;2. LerarenUniversiteit, Open University of the Netherlands, P.O. Box 2960, NL 6401 DL Heerlen, The Netherlands;3. KPC Group, ‘s Hertogenbosch, Kooikersweg 2, NL 5223 KA ‘s Hertogenbosch, The Netherlands;4. FernUniversität, D-58097 Hagen, Germany;1. Centre for Applied English Studies, Faculty of Arts, The University of Hong Kong, Hong Kong;2. School of Education and Lifelong Learning, University of East Anglia, Norwich, UK;1. Department of Educational Research, University of Bamberg, 96045 Bamberg, Germany;2. Institute of Psychology, University of Education Heidelberg, 69120 Heidelberg, Germany;1. Educational Testing Service, Princeton, NJ, United States;2. Australian Catholic University, Brisbane, Australia;1. Faculty of Social Sciences, Department of Communication Science, VU University Amsterdam, De Boelelaan 1081, 1081 HV Amsterdam, The Netherlands;2. DTV Consultants, Markendaalseweg 44, 4811 KC Breda, The Netherlands |
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| Abstract: | This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review’s scope also includes feedback in classrooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the learning theory effective feedback is goal- or task-directed, specific, and neutral. In addition, four rules of thumb were formulated that reflect what a majority of learning theories suggested as effective for learning. Finally, some feedback characteristics were considered effective from only one learning theory. The article shows that feedback processes are complicated and many variables influence and mediate the processes. Most reviewed studies did not investigate the whole feedback processes, and therefore, we suggest that future research is needed to further understand feedback. |
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| Keywords: | Feedback Learning theories Teachers Feedback processes Systematic literature review |
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