A Meta-Analytic Synthesis: Examining the Academic Impacts of Feedback on Student Achievement

Autor/inn/en	Baliram, Nalline S.; Youde, Jeffrey J.
Titel	A Meta-Analytic Synthesis: Examining the Academic Impacts of Feedback on Student Achievement
Quelle	In: International Dialogues on Education: Past and Present, 5 (2018) 2, S.76-90 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-5944
Schlagwörter	Outcomes of Education; Instructional Effectiveness; Feedback (Response); Academic Achievement; Best Practices; Elementary Secondary Education; Higher Education; Meta Analysis + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Unterrichtserfolg; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta-analysis; Metaanalyse
Abstract	Feedback can be defined by Irons (2008) as "any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities" (p. 7). The current study aims to synthesize quantitative research studies to further explore the impact of feedback on academic achievement. Results indicated the overall summary effect to be moderate and statistically significant (Hedges' g = 0.40), thus lending support to the notion that feedback, considered a best practice, positively influences academic achievement. Moderator results suggested that teacher-provided and content-specific feedback at the K-12 level positively impacted student performance in the academic discipline. However, further research is warranted to explore the construct. (As Provided).
Anmerkungen	International Dialogues on Education: Past and Present. Otto von Guericke University Magdeburg, Faculty of Humanities Social Science & Education, Zschokkestr. 32, 39104 Magdeburg Germany. Web site: https://www.ide-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01