Focus on Formative Feedback

Author(s):

Shute, Valerie J.

Publication Year:

2007

Report Number:

RR-07-11

Source:

ETS Research Report

Document Type:

Report

Page Count:

47

Subject/Key Words:

Assessment, Feedback, Individual Differences, Learning Performance, Motivation

Abstract

It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback’s success at promoting learning (e.g., individual characteristics of the learner and the aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.

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• http://dx.doi.org/10.1002/j.2333-8504.2007.tb02053.x