The power of feedback revisited: A meta-analysis of educational feedback research.

Autor/inn/en	Wisniewski, Benedikt; Zierer, Klaus; Hattie, John
Titel	The power of feedback revisited: A meta-analysis of educational feedback research. Gefälligkeitsübersetzung: Die Macht des Feedbacks neu betrachtet: Eine Meta-Analyse der pädagogischen Feedbackforschung.
Quelle	In: Frontiers in psychology, (2020) 10, 14 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2019.03087
Schlagwörter	Kognitive Kompetenz; Motorische Leistungsfähigkeit; Verhalten; Schule; Schüler; Schülerleistung; Feedback; Lernen; Unterricht
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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/2