JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Feedback Effectiveness: Is It What You Say or How Much You Say It?
Author(s): Kathy A. Paulson Gjerde, Deborah Skinner, Margaret Y. Padgett
Citation: Kathy A. Paulson Gjerde, Deborah Skinner, Margaret Y. Padgett, (2018) "Feedback Effectiveness: Is It What You Say or How Much You Say It?," Journal of Higher Education Theory and Practice, Vol.18, Iss. 3, pp. 26-43
Article Type: Research paper
Publisher: North American Business Press
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.
