Toward a cohesive psychological science of effective feedback

References

• (*Papers included in review)
   Google Scholar
• Abel, M., & Bäuml, K. H. T. (2020). Would you like to learn more? Retrieval practice plus feedback can increase motivation to keep on studying. Cognition, 201, 104316. https://doi.org/10.1016/j.cognition.2020.104316
   PubMed Web of Science ®Google Scholar
• Aben, J. E., Timmermans, A. C., Dingyloudi, F., Lara, M. M., & Strijbos, J. W. (2022). What influences students’ peer-feedback uptake? Relations between error tolerance, feedback tolerance, writing self-efficacy, perceived language skills and peer-feedback processing. Learning and Individual Differences, 97, 102175. https://doi.org/10.1016/j.lindif.2022.102175
   Web of Science ®Google Scholar
• *Agius, N. M., & Wilkinson, A. (2014). Students’ and teachers’ views of written feedback at undergraduate level: A literature review. Nurse Education Today, 34(4), 552–559. https://doi.org/10.1016/j.nedt.2013.07.005
   PubMed Web of Science ®Google Scholar
• *Anseel, F. (2017). Agile learning strategies for sustainable careers: A review and integrated model of feedback-seeking behavior and reflection. Current Opinion in Environmental Sustainability, 28, 51–57. https://doi.org/10.1016/j.cosust.2017.07.001
   Web of Science ®Google Scholar
• *Bing-You, R., Hayes, V., Varaklis, K., Trowbridge, R., Kemp, H., & McKelvy, D. (2017). Feedback for learners in medical education: what is known? A scoping review. Academic Medicine: journal of the Association of American Medical Colleges, 92(9), 1346–1354. https://doi.org/10.1097/ACM.0000000000001578
   PubMed Web of Science ®Google Scholar
• Block, J. (1995). A contrarian view of the five-factor approach to personality description. Psychological Bulletin, 117(2), 187–215. https://doi.org/10.1037/0033-2909.117.2.187
   PubMed Web of Science ®Google Scholar
• Brown, G. T., & Zhao, A. (2023). In defence of psychometric measurement: A systematic review of contemporary self-report feedback inventories. Educational Psychologist, 1–15. https://doi.org/10.1080/00461520.2023.2208670
   Web of Science ®Google Scholar
• Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
   Google Scholar
• *Crommelinck, M., & Anseel, F. (2013). Understanding and encouraging feedback‐seeking behaviour: A literature review. Medical Education, 47(3), 232–241. https://doi.org/10.1111/medu.12075
   PubMed Web of Science ®Google Scholar
• Cutumisu, M., Blair, K. P., Chin, D. B., & Schwartz, D. L. (2015). Posterlet: A game-based assessment of children’s choices to seek feedback and to revise. Journal of Learning Analytics, 2(1), 49–71. https://doi.org/10.18608/jla.2015.21.4
   Google Scholar
• Cutumisu, M., & Schwartz, D. L. (2018). The impact of critical feedback choice on students’ revision, performance, learning, and memory. Computers in Human Behavior, 78, 351–367. https://doi.org/10.1016/j.chb.2017.06.029
   Web of Science ®Google Scholar
• *Dai, C. M., Bertram, K., & Chahine, S. (2021). Feedback credibility in healthcare education: A systematic review and synthesis. Medical Science Educator, 31(2), 923–933. https://doi.org/10.1007/s40670-020-01167-w
   PubMedGoogle Scholar
• Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25–36. https://doi.org/10.1080/02602938.2018.1467877
   Web of Science ®Google Scholar
• *Devi, A., & Revathi, K. (2016). A brief review of literature on immediate feedback studies in CALL. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(3), 262–268. https://doi.org/10.21659/rupkatha.v8n3.27
   Google Scholar
• *Dion, J. S., & Restrepo, G. (2016). A systematic review of the literature linking neural correlates of feedback processing to learning. Zeitschrift für Psychologie, 224(4), 247–256. https://doi.org/10.1027/2151-2604/a000260
   Web of Science ®Google Scholar
• *Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350
   Web of Science ®Google Scholar
• *Ferguson, J., Wakeling, J., & Bowie, P. (2014). Factors influencing the effectiveness of multisource feedback in improving the professional practice of medical doctors: A systematic review. BMC Medical Education, 14(1), 1–12. https://doi.org/10.1186/1472-6920-14-76
   PubMed Web of Science ®Google Scholar
• Finkelstein, S. R., & Fishbach, A. (2012). Tell me what I did wrong: Experts seek and respond to negative feedback. Journal of Consumer Research, 39(1), 22–38. https://doi.org/10.1086/661934
   Web of Science ®Google Scholar
• *Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31(1), 121–162. https://doi.org/10.1007/s10648-018-9446-6
   Web of Science ®Google Scholar
• Fong, C. J., & Schallert, D. L. (2023). “Feedback to the future”: Advancing motivational and emotional perspectives in feedback research. Educational Psychologist, 1–16. https://doi.org/10.1080/00461520.2022.2134135
   Web of Science ®Google Scholar
• *Fukkink, R. G., Trienekens, N., & Kramer, L. J. (2011). Video feedback in education and training: Putting learning in the picture. Educational Psychology Review, 23(1), 45–63. https://doi.org/10.1007/s10648-010-9144-5
   Web of Science ®Google Scholar
• Fyfe, E. R., Borriello, G. A., & Merrick, M. (2023). A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving. Educational Psychologist, 1–16. https://doi.org/10.1080/00461520.2022.2108426
   Web of Science ®Google Scholar
• *Fyfe, E. R., & Brown, S. A. (2018). Feedback influences children’s reasoning about math equivalence: A meta-analytic review. Thinking & Reasoning, 24(2), 157–178. https://doi.org/10.1080/13546783.2017.1359208
   Web of Science ®Google Scholar
• *Gabelica, C., Van den Bossche, P., Segers, M., & Gijselaers, W. (2012). Feedback, a powerful lever in teams: A review. Educational Research Review, 7(2), 123–144. https://doi.org/10.1016/j.edurev.2011.11.003
   Web of Science ®Google Scholar
• Gao, Y., Schunn, C. D. D., & Yu, Q. (2019). The alignment of written peer feedback with draft problems and its impact on revision in peer assessment. Assessment & Evaluation in Higher Education, 44(2), 294–308. https://doi.org/10.1080/02602938.2018.1499075
   Web of Science ®Google Scholar
• Gehlbach, H., & Robinson, C. D. (2021). From old school to open science: The implications of new research norms for educational psychology and beyond. Educational Psychologist, 56(2), 79–89. https://doi.org/10.1080/00461520.2021.1898961
   Web of Science ®Google Scholar
• Gino, F. (2008). Do we listen to advice just because we paid for it? The impact of advice cost on its use. Organizational Behavior and Human Decision Processes, 107(2), 234–245. https://doi.org/10.1016/j.obhdp.2008.03.001
   Web of Science ®Google Scholar
• Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493–503. https://doi.org/10.1037/0003-066X.54.7.493
   Web of Science ®Google Scholar
• Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218–243. https://doi.org/10.3102/0091732X20903302
   Web of Science ®Google Scholar
• Gregory, S. E., Winstone, N. E., Ridout, N., & Nash, R. A. (2020). Weak memory for future-oriented feedback: Investigating the roles of attention and improvement focus. Memory (Hove, England), 28(2), 216–236. https://doi.org/10.1080/09658211.2019.1709507
   PubMed Web of Science ®Google Scholar
• Harber, K. D. (2023). The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased. Educational Psychologist, 1–16. https://doi.org/10.1080/00461520.2023.2170377
   Web of Science ®Google Scholar
• *Hatala, R., Cook, D. A., Zendejas, B., Hamstra, S. J., & Brydges, R. (2014). Feedback for simulation-based procedural skills training: A meta-analysis and critical narrative synthesis. Advances in Health Sciences Education: Theory and Practice, 19(2), 251–272. https://doi.org/10.1007/s10459-013-9462-8
   PubMed Web of Science ®Google Scholar
• Hattie, J., Crivelli, J., Van Gompel, K., West-Smith, P., & Wike, K. (2021). Feedback that leads to improvement in student essays: Testing the hypothesis that “where to next” feedback is most powerful. Frontiers in Education, 6, 645758. https://doi.org/10.3389/feduc.2021.645758
   Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
   Web of Science ®Google Scholar
• *Haughney, K., Wakeman, S., & Hart, L. (2020). Quality of feedback in higher education: A review of literature. Education Sciences, 10(3), 60. https://doi.org/10.3390/educsci10030060
   Web of Science ®Google Scholar
• *Hayes, V., Bing-You, R., Varaklis, K., Trowbridge, R., Kemp, H., & McKelvy, D. (2017). Is feedback to medical learners associated with characteristics of improved patient care? Perspectives on Medical Education, 6(5), 319–324. https://doi.org/10.1007/s40037-017-0375-8
   PubMedGoogle Scholar
• Henderson, M., Ajjawi, R., Boud, D., & Molloy, E. (2019). Identifying feedback that has impact. In M. Henderson, R. Ajjawi, D. Boud, & E. Molloy (Eds.), The impact of feedback in higher education: Improving assessment outcomes for learners (pp. 15–34). Springer.
   Google Scholar
• Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research & Development, 38(7), 1401–1416. https://doi.org/10.1080/07294360.2019.1657807
   Web of Science ®Google Scholar
• Hepper, E., & Sedikides, C. (2012). Self-enhancing feedback. In R. Sutton, M. Hornsey, & K. Douglas (Eds.), Feedback: The communication of praise, criticism, and advice (pp. 43–56). Peter Lang.
   Google Scholar
• *Hepplestone, S., Holden, G., Irwin, B., Parkin, H. J., & Thorpe, L. (2011). Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 19(2), 117–127. https://doi.org/10.3402/rlt.v19i2.10347
   Google Scholar
• Howell, J. L., & Shepperd, J. A. (2012). Reducing information avoidance through affirmation. Psychological Science, 23(2), 141–145. https://doi.org/10.1177/0956797611424164
   PubMed Web of Science ®Google Scholar
• Howell, J. L., & Shepperd, J. A. (2013a). Behavioral obligation and information avoidance. Annals of Behavioral Medicine, 45(2), 258–263. https://doi.org/10.1007/s12160-012-9451-9
   PubMed Web of Science ®Google Scholar
• Howell, J. L., & Shepperd, J. A. (2013b). Reducing health-information avoidance through contemplation. Psychological Science, 24(9), 1696–1703. https://doi.org/10.1177/0956797613478616
   PubMed Web of Science ®Google Scholar
• *Johnson, C. E., Weerasuria, M. P., & Keating, J. L. (2020). Effect of face-to-face verbal feedback compared with no or alternative feedback on the objective workplace task performance of health professionals: A systematic review and meta-analysis. BMJ Open, 10(3), e030672. https://doi.org/10.1136/bmjopen-2019-030672
   PubMed Web of Science ®Google Scholar
• *Johnson, M. (2016). Feedback effectiveness in professional learning contexts. Review of Education, 4(2), 195–229. https://doi.org/10.1002/rev3.3061
   Web of Science ®Google Scholar
• *Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63–76. https://doi.org/10.1177/1469787412467125
   Web of Science ®Google Scholar
• *Killingback, C., Ahmed, O., & Williams, J. (2019). ‘It was all in your voice’-Tertiary student perceptions of alternative feedback modes (audio, video, podcast, and screencast): A qualitative literature review. Nurse Education Today, 72, 32–39. https://doi.org/10.1016/j.nedt.2018.10.012
   PubMed Web of Science ®Google Scholar
• Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254
   Web of Science ®Google Scholar
• *Lam, R. (2017). Enacting feedback utilization from a task-specific perspective. The Curriculum Journal, 28(2), 266–282. https://doi.org/10.1080/09585176.2016.1187185
   Web of Science ®Google Scholar
• *Li, J., & De Luca, R. (2014). Review of assessment feedback. Studies in Higher Education, 39(2), 378–393. https://doi.org/10.1080/03075079.2012.709494
   Web of Science ®Google Scholar
• *Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta‐analysis. Language Learning, 60(2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x
   Web of Science ®Google Scholar
• Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263–275. https://doi.org/10.1080/02602930701292548
   Web of Science ®Google Scholar
• *Luft, C. D. B. (2014). Learning from feedback: The neural mechanisms of feedback processing facilitating better performance. Behavioural Brain Research, 261, 356–368. https://doi.org/10.1016/j.bbr.2013.12.043
   PubMed Web of Science ®Google Scholar
• Lui, A. M., & Andrade, H. L. (2022). Inside the next black box: Examining students’ responses to teacher feedback in a formative assessment context. Frontiers in Education, 7, 751549. https://doi.org/10.3389/feduc.2022.751549
   Google Scholar
• *Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40. https://doi.org/10.1017/S0261444812000365
   Web of Science ®Google Scholar
• *Mattick, K., Brennan, N., Briscoe, S., Papoutsi, C., & Pearson, M. (2019). Optimising feedback for early career professionals: A scoping review and new framework. Medical Education, 53(4), 355–368. https://doi.org/10.1111/medu.13794
   PubMed Web of Science ®Google Scholar
• Nash, R. A., Winstone, N. E., Gregory, S. E., & Papps, E. (2018). A memory advantage for past-oriented over future-oriented performance feedback. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(12), 1864–1879.
   PubMed Web of Science ®Google Scholar
• *Nassaji, H. (2016). Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20(4), 535–562. https://doi.org/10.1177/1362168816644940
   Web of Science ®Google Scholar
• Nieminen, J. H., Bearman, M., & Tai, J. (2023). How is theory used in assessment and feedback research? A critical review. Assessment & Evaluation in Higher Education, 48(1), 77–94. https://doi.org/10.1080/02602938.2022.2047154
   Web of Science ®Google Scholar
• *Ossenberg, C., Henderson, A., & Mitchell, M. (2019). What attributes guide best practice for effective feedback? A scoping review. Advances in Health Sciences Education: Theory and Practice, 24(2), 383–401. https://doi.org/10.1007/s10459-018-9854-x
   PubMed Web of Science ®Google Scholar
• Panadero, E. (2023). Towards a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory. Educational Psychologist.
   PubMed Web of Science ®Google Scholar
• Panadero, E., & Lipnevich, A. A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review, 35, 100416. https://doi.org/10.1016/j.edurev.2021.100416
   Web of Science ®Google Scholar
• *Paterson, C., Paterson, N., Jackson, W., & Work, F. (2020). What are students’ needs and preferences for academic feedback in higher education? A systematic review. Nurse Education Today, 85, 104236. https://doi.org/10.1016/j.nedt.2019.104236
   PubMed Web of Science ®Google Scholar
• Pirosca, S., Clarke, M., & Treweek, S. (2020). Learning from Cochrane systematic reviews: What improvements do these suggest for the design of trials? F1000Research, 9, 178. https://doi.org/10.12688/f1000research.22635.2:
   PubMedGoogle Scholar
• Robinson, S., Pope, D., & Holyoak, L. (2013). Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education, 38(3), 260–272. https://doi.org/10.1080/02602938.2011.629291
   Web of Science ®Google Scholar
• Sadler, I., Reimann, N., & Sambell, K. (2023). Feedforward practices: A systematic review of the literature. Assessment & Evaluation in Higher Education, 48(3), 305–320. https://doi.org/10.1080/02602938.2022.2073434
   Web of Science ®Google Scholar
• *Saedon, H., Salleh, S., Balakrishnan, A., Imray, C. H., & Saedon, M. (2012). The role of feedback in improving the effectiveness of workplace based assessments: A systematic review. BMC Medical Education, 12(1), 1–8. https://doi.org/10.1186/1472-6920-12-25
   PubMed Web of Science ®Google Scholar
• Sellen, A. J., Louie, G., Harris, J. E., & Wilkins, A. J. (1997). What brings intentions to mind? An in situ study of prospective memory. Memory, 5(4), 483–507. https://doi.org/10.1080/741941433
   PubMed Web of Science ®Google Scholar
• *Swart, E. K., Nielen, T. M., & Sikkema-de Jong, M. T. (2019). Supporting learning from text: A meta-analysis on the timing and content of effective feedback. Educational Research Review, 28, 100296. https://doi.org/10.1016/j.edurev.2019.100296
   Web of Science ®Google Scholar
• *Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1–15. https://doi.org/10.1016/j.edurev.2012.11.004
   Web of Science ®Google Scholar
• Timms, M., DeVelle, S., & Lay, D. (2016). Towards a model of how learners process feedback: A deeper look at learning. Australian Journal of Education, 60(2), 128–145. https://doi.org/10.1177/0004944116652912
   Web of Science ®Google Scholar
• Toma, C. L., & Hancock, J. T. (2013). Self-affirmation underlies Facebook use. Personality & Social Psychology Bulletin, 39(3), 321–331. https://doi.org/10.1177/0146167212474694
   PubMed Web of Science ®Google Scholar
• *Torres, J. T., Strong, Z. H., & Adesope, O. O. (2020). Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception. Studies in Educational Evaluation, 64, 100814. https://doi.org/10.1016/j.stueduc.2019.100814
   Web of Science ®Google Scholar
• *van de Ridder, J. M., McGaghie, W. C., Stokking, K. M., & ten Cate, O. T. (2015). Variables that affect the process and outcome of feedback, relevant for medical training: A meta‐review. Medical Education, 49(7), 658–673. https://doi.org/10.1111/medu.12744
   PubMed Web of Science ®Google Scholar
• *Van der Kleij, F. M., Adie, L. E., & Cumming, J. J. (2019). A meta-review of the student role in feedback. International Journal of Educational Research, 98, 303–323. https://doi.org/10.1016/j.ijer.2019.09.005
   Web of Science ®Google Scholar
• *Van der Kleij, F. M., & Lipnevich, A. A. (2021). Student perceptions of assessment feedback: A critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 33(2), 345–373. https://doi.org/10.1007/s11092-020-09331-x
   Web of Science ®Google Scholar
• *Van Der Kleij, F. M., Timmers, C. F., & Eggen, T. J. H. M. (2011). The effectiveness of methods for providing written feedback through a computer-based assessment for learning: A systematic review. CADMO, 1(1), 21–38. https://doi.org/10.3280/CAD2011-001004
   Google Scholar
• Winstone, N. E., Ajjawi, R., Dirkx, K., & Boud, D. (2022). Measuring what matters: The positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education, 47(7), 1524–1536. https://doi.org/10.1080/03075079.2021.1916909
   Web of Science ®Google Scholar
• Winstone, N., Boud, D., Dawson, P., & Heron, M. (2022). From feedback-as-information to feedback-as-process: A linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education, 47(2), 213–230. https://doi.org/10.1080/02602938.2021.1902467
   Web of Science ®Google Scholar
• *Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10.1080/00461520.2016.1207538
   Web of Science ®Google Scholar
• *Wisniewski, B., Zierer, K., & Hattie, J. (2019). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087
   PubMed Web of Science ®Google Scholar
• Wu, Y., & Schunn, C. D. (2021). From plans to actions: A process model for why feedback features influence feedback implementation. Instructional Science, 49(3), 365–394. https://doi.org/10.1007/s11251-021-09546-5
   Web of Science ®Google Scholar
• *Yousefi, M., & Nassaji, H. (2021). Corrective feedback in second language pragmatics: A review of research. TESL-EJ, 25(1), 1–14.
   Google Scholar
• *Yu, S., Wang, B., & Teo, T. (2018). Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms. Educational Research Review, 24, 181–192. https://doi.org/10.1016/j.edurev.2018.0
   Web of Science ®Google Scholar