Focus on formative feedback

被引:2233
作者
Shute, Valerie J. [1 ]
机构
[1] Florida State Univ, Learning Syst Dept, Tallahassee, FL 32306 USA
关键词
formative feedback; learning; performance;
D O I
10.3102/0034654307313795
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This article reviews the corpus of research on feedback, with a focus on formative feedback-defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific. Formative feedback is usually presented as information to a learner in response to some action on the learner's part. 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 time has elapsed). Finally, several variables have been shown to interact with formative feedback's success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues are discussed. This review concludes with guidelines for generating formative feedback.
引用
收藏
页码:153 / 189
页数:37
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