Abstract
A meta-analysis (435 studies, k = 994, N > 61,000) of empirical research on the effects of feedback on student learning was conducted with the purpose of replicating and expanding the Visible Learning research (Hattie and Timperley, 2007; Hattie, 2009; Hattie and Zierer, 2019) from meta-synthesis. Overall results based on a random-effects model indicate a medium effect (d = 0.48) of feedback on student learning, but the significant heterogeneity in the data shows that feedback cannot be understood as a single consistent form of treatment. A moderator analysis revealed that the impact is substantially influenced by the information content conveyed. Furthermore, feedback has higher impact on cognitive and motor skills outcomes than on motivational and behavioral outcomes. We discuss these findings in the light of the assumptions made in The power of feedback (Hattie and Timperley, 2007). In general, the results suggest that feedback has rightly become a focus of teaching research and practice. However, they also point toward the necessity of interpreting different forms of feedback as independent measures.
Highlights
Feedback is information provided by an agent regarding aspects of one’s performance or understanding (Hattie and Timperley, 2007)
The purpose of the present study was to integrate the primary studies that provide information on feedback effects on student learning, with a metaanalytic approach that takes into account the methodological problems described in the previous part and to compare the results to the results of the Visible Learning research
Our study addressed the following research questions: RQ1: What is the overall effect of feedback on student learning based on an integration of each of the primary studies within each of the all meta-analyses used in the Visible Learning research?
Summary
Feedback is information provided by an agent regarding aspects of one’s performance or understanding (Hattie and Timperley, 2007). In the classroom domain, Hattie and Timperley (2007), Hattie (2009), and Hattie and Zierer (2019) conducted meta-syntheses relating to the effects of feedback on student achievement (which we refer to as Visible Learning research). These indicated a high effect (between 0.70 and 0.79) of feedback on student achievement in general. The authors noted the considerable variance of effects, identifying those forms of feedback as powerful that aid students in building cues and checking erroneous hypotheses and ideas, resulting in the development of more effective information processing strategies and understanding (Hattie and Timperley, 2007). A comprehensive meta-analysis on educational feedback which integrates the existing primary studies is still a desiderate
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