Abstract
Abstract This meta-analysis summarizes the available evidence on the effectiveness of student feedback interventions in primary and secondary schools on different aspects of teaching quality. It aims to examine indications of success conditions for an effective use of student feedback in practice. The analysis included 23 studies with 314 effect sizes. We estimated an overall weighted mean effect size of d = 0.27 based on a three-level random-effects model. For effectiveness with respect to various dimensions of teaching quality, only minor and mostly nonsignificant differences were found. Further moderator analyses showed larger effect sizes for studies in which teachers received support for interpreting student feedback and implementing changes in their teaching. Moreover, studies in which teachers were encouraged to discuss the feedback with their students have larger effect sizes than studies in which teachers were not encouraged to do so. Item and answering scale characteristics also showed significant effects on the effectiveness of student feedback. Implications for further research and the use of student feedback in schools are discussed.
Published Version
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