A conceptualization of feedback.

Autor/inn/en	Hattie, John; Wollenschläger, Mareike
Titel	A conceptualization of feedback.
Quelle	Aus: Feedback und Rückmeldungen. Theoretische Grundlagen, empirische Befunde, praktische Anwendungsfelder. Münster: Waxmann (2014) S. 135-149 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-8309-3090-7
Schlagwörter	Begriff; Pädagogische Psychologie; Feedback; Lernprozess; Funktion (Struktur); Klassifikation; Konzeption; Typologie; Wirkung
Abstract	There has been a variety of literature reviews [...], meta-analyses [...], syntheses of meta-analyses [...], and various models about the influence of feedback [...]. The typical finding is that feedback is among the most powerful influences in learning but it is also among the highest in the variability in effectiveness. The aim of this chapter is to build on this work and provide a multidimensional conceptualization of feedback that identifies various feedback types and their role in the learning process, as well as indicating when and how feedback can influence learning outcomes. First, a theoretical framework explaining the conditions as to what makes feedback effective in the learning process is outlined. Then, feedback types are described and finally allocated to the authors' theoretical framework, the visible learning and teaching model [...]. The multidimensional feedback conceptualization is based on empirical findings in the area of educational psychology; hence, feedback types and processes discussed in this chapter are embedded in the school context (i.e., teacher, students, etc.). Although not explicitly mentioned in each section, the multidimensional and dynamical model seems transferable to other learning contexts as well. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3