Feedback Effectiveness: Is It What You Say or How Much You Say It?

Authors

  • Kathy A. Paulson Gjerde Butler University
  • Deborah Skinner Butler University
  • Margaret Y. Padgett Butler University

DOI:

https://doi.org/10.33423/jhetp.v18i3.556

Keywords:

Education, Teaching Techniques

Abstract

The purpose of this study is to examine the effect of feedback amount and type on classroom performance. Varying the number of assessment instruments on which students receive feedback, as well as whether the feedback is directed at the student’s brainstorming process (process feedback) or at the student’s final answer (outcome feedback), we find improved performance across multiple measures for students who received more feedback compared to those who received less. The effects of process feedback are more complex and depend on both the specific measure or assessment instrument used and the ability/motivation of the student.

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Published

2018-08-01

How to Cite

Paulson Gjerde, K. A., Skinner, D., & Padgett, M. Y. (2018). Feedback Effectiveness: Is It What You Say or How Much You Say It?. Journal of Higher Education Theory and Practice, 18(3). https://doi.org/10.33423/jhetp.v18i3.556

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Section

Articles