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ERIC Number: ED537926
Record Type: Non-Journal
Publication Date: 2011-Jan-2
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Immediate Feedback to Students and Student Learning
Walker, Karen
Education Partnerships, Inc.
A study reported by The National Center for Fair and Open Testing (Black & William, 2007) found that low achievers do particularly well when provided high quality feedback about their work. The type of feedback, as well as the information provided to students about their assignments, can positively impact student learning. Providing students with formative feedback helps them adjust and modify their work. Three conditions have been identified that contribute to this effect. First, students are provided with examples (exemplars) of a good performance. They know what good performance on the assignment looks like. Second, they are provided explicit information about how their current performance relates to expectations for a good performance. Third, students are provided with information about how to close the gap between their current performance and a good performance on the task. When these conditions are present there is evidence that students make academic gains. (Contains 14 online resources.)
Education Partnerships, Inc. Web site: http://www.educationpartnerships.org
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: Education Partnerships, Inc. (EPI)