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Focus on Formative Feedback

Paper · 2008 · Valerie J. Shute

Summary

Hundreds of feedback studies over about fifty years have produced contradictory results. Some find that explanatory (elaborated) feedback improves learning, while others find that extra information makes no difference. Shute tries to untangle this literature, focusing on formative feedback. She defines it as information given to a learner to change their thinking or behaviour so that learning improves, and she treats the student, not the teacher, as the recipient.

The review organises the evidence by:

  • feedback purpose, specificity, complexity/length, goal direction, scaffolding role and timing;
  • interactions with learner traits and task features.

It then compares four existing frameworks: Kluger & DeNisi 1996, Bangert-Drowns et al. 1991, Narciss & Huth 2004 and Mason & Bruning 2001. From this comparison it derives practical design guidelines.

The main conclusion is that no single feedback type works for every learner or outcome. Feedback helps when it is valid, objective, focused and clear, and when the learner is receptive. The guidelines are directly usable by builders of tutoring systems and adaptive assessment tools.

Key points

  • The supplied text is the ETS Research Report RR-07-11 (March 2007), the preprint of the article in Review of Educational Research 78(1), 2008.
  • Feedback types discussed include verification of correctness, giving the correct answer, explanations, hints and worked examples. Table 1 arranges such types loosely by complexity.
  • The guidelines are split across four tables: things to do, things to avoid, timing issues and learner characteristics.
  • Example learner-specific guidelines:
    • verification alone may be enough for high achievers;
    • low achievers need the correct answer plus elaboration;
    • performance-oriented learners benefit from specific, goal-directed messages.
  • Proposed future work has three strands:
    • cost-benefit studies of feedback complexity, hypothesising that expensive error-analysis feedback does not yield proportional gains;
    • adaptive feedback tailored to the learner and to the knowledge type;
    • the role of affect in feedback.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

 Institutions

🎓Florida State UniversityTallahassee · United States10 works · 4,835 citations

 Fields, topics and concepts

📚 Shelves 5The field of science this work belongs to (OpenAlex fields).Social Sciences · 1,954 worksPsychology · 1,649 worksExperimental and Cognitive Psychology · 930 worksDevelopmental and Educational Psychology · 523 worksEducation · 212 works

Cite

Cite as Valerie J. Shute. 2008. Focus on Formative Feedback. Review of Educational Research 78(1).

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.3102/0034654307313795

@article{shute2008focus,
  title = {{Focus on Formative Feedback}},
  author = {Valerie J. Shute},
  journal = {Review of Educational Research 78(1)},
  year = {2008},
  doi = {10.3102/0034654307313795},
  url = {https://doi.org/10.3102/0034654307313795}
}

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