A review of feedback models and typologies: Towards an integrative model of feedback elements

Educational Research Review

Volumn 35, Issue , 2022, Pages

  Panadero, Ernesto ^a,b   Lipnevich, Anastasiya A ^c  

^a UNIVERSITY OF DEUSTO   (Spain)

^b BASQUE FOUNDATION FOR SCIENCE   (Spain)

^c CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

Definition; Feedback; Feedback models; Feedback typologies; Review

Indexed keywords

EID: 85121523169     PISSN: 1747938X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.edurev.2021.100416     Document Type: Review

References (117)

1. Aben, J.E.J., Dingyloudi, F., Timmermans, A.C., Strijbos, J.W., Embracing errors for learning: Intrapersonal and interpersonal factors in feedback provision and processing in dyadic interactions. Henderson, M., Ajjawi, R., Boud, D., Molloy, E., (eds.) The impact of feedback in higher education: Improving assessment outcomes for learners, 2019, Springer International Publishing, 107–125, 10.1007/978-3-030-25112-3_7.
2. Allal, L., Assessment and the co-regulation of learning in the classroom. Assessment in Education: Principles, Policy & Practice, 2020, 1–18, 10.1080/0969594X.2019.1609411.
3. Alonso-Tapia, J., Fernández-Heredia, B., Development and initial validation of the classroom motivational climate questionnaire (CMCQ). Psicothema 20 (2008), 883–889.
4. Andrade, H., Feedback in the context of self-assessment. Lipnevich, A.A., Smith, J.K., (eds.) The Cambridge handbook of instructional feedback, 2018, Cambridge University Press, 376–408.
5. Athota, V.S., Malik, A., 360-Degree feedback at the workplace: A transformative learning perspective. The Cambridge handbook of instructional feedback, 2018, Cambridge University Press, 313–332.
6. Bangert-Drowns, R.L., Kulik, C.L.C., Kulik, J.A., Morgan, M., The instructional effect of feedback in test-like events. Review of Educational Research 61 (1991), 213–238.
7. Bimba, A.T., Idris, N., Al-Hunaiyyan, A., Mahmud, R.B., Shuib, N.L.B.M., Adaptive feedback in computer-based learning environments: A review. Adaptive Behavior 25:5 (2017), 217–234, 10.1177/1059712317727590.
8. Black, P., Wiliam, D., Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice 5:1 (1998), 7–73, 10.1080/0969595980050102.
9. Black, P., Wiliam, D., Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 2009, 5.
10. Black, P., Wiliam, D., Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice. 2018, 1–25, 10.1080/0969594X.2018.1441807.
11. Block, J., A contrarian view of the five-factor approach to personality description. Psychological Bulletin 117 (1995), 187–215.
12. Boekaerts, M., Emotions, emotion regulation, and self-regulation of learning. Zimmerman, B.J., Schunk, D.H., (eds.) Handbook of self-regulation of learning and performance, 2011, Routledge, 408–425.
13. Boud, D., Enhancing learning through self-assessment. 1995, RoutledgeFalmer.
14. Boud, D., Ajjawi, R., Dawson, P., Tai, J., Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. 2018, Routledge.
15. Boud, D., Dawson, P., What feedback literate teachers do: An empirically-derived competency framework. Assessment & Evaluation in Higher Education, 2021, 1–14, 10.1080/02602938.2021.1910928.
16. Boud, D., Falchikov, N., Developing assessment for informing judgement. Boud, D., Falchikov, N., (eds.) Rethinking assessment for higher education: Learning for the longer term, 2007, Routledge, 181–197.
17. Boud, D., Molloy, E., Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education 38:6 (2013), 698–712, 10.1080/02602938.2012.691462.
18. Boud, D., Soler, R., Sustainable assessment revisited. Assessment & Evaluation in Higher Education 41:3 (2016), 400–413, 10.1080/02602938.2015.1018133.
19. Broadbent, J., Panadero, E., Boud, D., Implementing summative assessment with a formative flavour: A case study in a large class. Assessment & Evaluation in Higher Education 43:2 (2018), 307–322, 10.1080/02602938.2017.1343455.
20. Brookhart, S.M., How to give effective feedback to your students, 2nd ed. ed., 2017, ASCD, Alexandria, Virginia USA.
21. Brookhart, S.M., Andolina, M., Zuza, M., Furman, R., Minute math: An action research study of student self-assessment. Educational Studies in Mathematics 57:2 (2004), 213–227.
22. Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., Neill, S., Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105, 2021, 103387, 10.1016/j.tate.2021.103387.
23. Brown, G.T.L., Assessment of student achievement, 2018, Routledge, New York.
24. Brown, G.T.L., Harris, L.R., Student self-assessment. McMillan, J., (eds.) The SAGE handbook of research on classroom assessment, 2013, SAGE, Thousand Oaks, CA, 367–393.
25. Brown, G.T.L., Harris, L.R., The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research 3 (2014), 22–30, 10.14786/flr.v2i1.24 2014.
26. Brummelman, E., Sedikides, C., Raising children with high self-esteem (but not Narcissism). Child Dev Perspect 14 (2020), 83–89, 10.1111/cdep.12362.
27. Butler, D.L., Winne, P.H., Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research 65:3 (1995), 245–281.
28. Carless, D., Feedback loops and the longer-term: Towards feedback spirals. Assessment & Evaluation in Higher Education 44:5 (2019), 705–714, 10.1080/02602938.2018.1531108.
29. Carless, D., Boud, D., The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education 43:8 (2018), 1315–1325.
30. Carless, D., Salter, D., Yang, M., Lam, J., Developing sustainable feedback practices. Studies in Higher Education 36:4 (2011), 395–407.
31. Carless, D., Winstone, N.E., Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 2020, 1–14, 10.1080/13562517.2020.1782372.
32. Cho, K., MacArthur, C.A., Student revision with peer and expert reviewing. Learning and Instruction 20:4 (2010), 328–338, 10.1016/j.learninstruc.2009.08.006.
33. Clariana, R.B., Differential memory effects for immediate and delayed feedback: A delta rule explanation of feedback timing effects. Paper presentation at the association for educational communications and technology annual convention, 1999 Houston, TX, 10/02/1999-14/02/1999.
34. DeNisi, A.S., Kluger, A.N., Feedback Effectiveness: Can 360-Degree Appraisals Be Improved?. The Academy of Management Executive (1993-2005) 14:1 (2000), 129–139 Retrieved from http://www.jstor.org/stable/4165614.
35. Dochy, F., Segers, M., Sluijsmans, D., The use of self-, peer- and co-assessment in higher education. A review. Studies in Higher Education 24:3 (1999), 331–350, 10.1080/03075079912331379935.
36. Double, K.S., McGrane, J.A., Hopfenbeck, T.N., The impact of peer assessment on academic performance: A meta-analysis of control group studies [journal article]. Educational Psychology Review 32 (2020, December 10), 481–509, 10.1007/s10648-019-09510-3.
37. Educational Endowment Foundation, Teaching & learning toolkit. Retrieved from https://educationendowmentfoundation.org.uk/public/files/Toolkit/complete/EEF-Teaching-Learning-Toolkit-October-2018.pdf, 2018.
38. Educational Endowment Foundation. Teacher feedback to improve pupil learning. 2021 Retrieved from https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/feedback.
39. Evans, C., Making sense of assessment feedback in higher education. Review of Educational Research 83:1 (2013), 70–120.
40. Facteau, C.L., Facteau, J.D., Schoel, L.C., Russell, J.E.A., Poteet, M.L., Reactions of leaders to 360-degree feedback from subordinates and peers. The Leadership Quarterly 9:4 (1998), 427–448, 10.1016/S1048-9843(98)90010-8.
41. Falchikov, N., Goldfinch, J., Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research 70:3 (2000), 287–322.
42. Fyfe, E., de Leeuw, J., Carvalho, P., Goldstone, R., Motz, B., ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes. Psycharxiv, 2019, 10.1177/25152459211027575.
43. Gall, M.D., Borg, W.R., Gall, J.P., Educational research: An introduction. 1996, Longman Publishing.
44. Gennip, N., Segers, M., Tillema, H.H., Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features. Educational Research Review 4:1 (2009), 41–54, 10.1016/j.edurev.2008.11.002.
45. Harris, L.R., Brown, G.T.L., Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education 36 (2013), 101–111, 10.1016/j.tate.2013.07.008.
46. Harris, L.R., Brown, G.T.L., Harnett, J.A., Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability 26:2 (2014), 107–133, 10.1007/s11092-013-9187-5.
47. Harris, L.R., Brown, G.T., Harnett, J.A., Analysis of New Zealand primary and secondary student peer-and self-assessment comments: Applying Hattie and Timperley's feedback model. Assessment in Education: Principles, Policy & Practice 22:2 (2015), 265–281.
48. Hattie, J.A., Visible learning. A synthesis of over 800 meta-analyses relating to achievement. 2009, Routledge, New York.
49. Hattie, J., Clarke, S., Visible learning: Feedback. 2019, Routledge, New York.
50. Hattie, J., Timperley, H., The power of feedback. Review of Educational Research 77:1 (2007), 81–112.
51. Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., Mahoney, P., Conditions that enable effective feedback. Higher Education Research and Development 38:7 (2019), 1401–1416, 10.1080/07294360.2019.1657807 2019/11/10.
52. Iglesias Pérez, M.C., Vidal-Puga, J., Pino Juste, M.R., The role of self and peer assessment in Higher Education. Studies in Higher Education, 2020, 1–10, 10.1080/03075079.2020.1783526.
53. Irving, S.E., Harris, L.R., Peterson, E.R., ‘One assessment doesn't serve all the purposes' or does it? New Zealand teachers describe assessment and feedback. Asia Pacific Education Review 12:3 (2011), 413–426, 10.1007/s12564-011-9145-1.
54. Janelli, M., Lipnevich, A.A., The peril and promise of pre-tests in informal Massive Open Online Courses. Glick, D., Cohen, A., Chang, C., (eds.) Early Warning Systems and Targeted Interventions for Student Success in Online Courses, 2020, IGI Global.
55. Janelli, M., Lipnevich, A.A., Effects of pre-tests and feedback on performance outcomes and persistence in Massive Open Online Courses. Computers & Education, 161, 2021, 104076, 10.1016/j.compedu.2020.104076.
56. Jonsson, A., Facilitating productive use of feedback in higher education. Active Learning in Higher Education 14:1 (2013), 63–76.
57. Jonsson, A., Panadero, E., Facilitating students' active engagement with feedback. Lipnevich, A.A., Smith, J.K., (eds.) The Cambridge handbook of instructional feedback, 2018, Cambridge University Press.
58. Kleij, F.M., Lipnevich, A.A., Student perceptions of assessment feedback: A critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 2020, 10.1007/s11092-020-09331-x.
59. Kluger, A.N., DeNisi, A., The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 1996, 254.
60. Knight, N., Teacher feedback to students in numeracy lessons: Are students getting good value. SET Research Information for Teachers, 3, 2003.
61. Kruger, J., Dunning, D., Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology 77:6 (1999), 1121–1134, 10.1037/0022-3514.77.6.1121.
62. Kulhavy, R.W., Stock, W.A., Feedback in written instruction: The place of response certitude. Educational Psychology Review 1:4 (1989), 279–308.
63. Kulik, J.A., Kulik, C.L.C., Timing of feedback and verbal learning. Review of Educational Research 58:1 (1988), 79–97.
64. Lechermeier, J., Fassnacht, M., How do performance feedback characteristics influence recipients' reactions? A state-of-the-art review on feedback source, timing, and valence effects. Management Review Quarterly 68:2 (2018), 145–193, 10.1007/s11301-018-0136-8.
65. Li, H., Xiong, Y., Hunter, C.V., Guo, X., Tywoniw, R., Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 2019, 1–19, 10.1080/02602938.2019.1620679.
66. Lipnevich, A., Panadero, E., A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions. Frontiers in Education, 2021, 10.3389/feduc.2021.720195 (6:720195).
67. Lipnevich, A.A., Berg, D., Smith, J.K., Toward a model of student response to feedback. Brown, G.T.L., Harris, L., (eds.) Human Factors and social Conditions in assessment, 169–185, 2016, Routledge, New York.
68. Lipnevich, A.A., MacCann, C., Roberts, R.D., Assessing non-cognitive constructs in education: A review of traditional and innovative approaches. The oxford handbook of child psychological assessment, 2013.
69. Lipnevich, A.A., Panadero, E., Gjicali, K., Fraile, J., What's on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities. Educational Assessment, Evaluation and Accountability, 2021, 10.1007/s11092-021-09357-9.
70. Lipnevich, A.A., Smith, J.K., Effects of differential feedback on students' examination performance. Journal of Experimental Psychology: Applied, 15(4), 2009, 319.
71. Lipnevich, A.A., Smith, J.K., (eds.) The Cambridge handbook of instructional feedback, 2018, Cambridge University Press.
72. Mahoney, P., Macfarlane, S., Ajjawi, R., A qualitative synthesis of video feedback in higher education. Teaching in Higher Education 24:2 (2019), 157–179, 10.1080/13562517.2018.1471457.
73. Mandouit, L., Using student feedback to improve teaching. Educational Action Research 26:5 (2018), 755–769, 10.1080/09650792.2018.1426470.
74. Mandouit, L.W., Investigating how students receive, interpret, and respond to teacher feedback. 2020, PhD thesis defended at University of Melbourne.
75. Mason, B.J., Bruning, R., Providing feedback in computer-based instruction: What the research tells us. Center for Instructional Innovation, University of Nebraska–Lincoln, 14, 2001 Retrieved April 15, 2020, from http://dwb.unl.edu/Edit/MB/MasonBruning.html.
76. Mory, E.H., Feedback research revisited. Handbook of research on educational communications and technology 2 (2004), 745–783.
77. Murray, J., Gasson, N.R., Smith, J.K., Toward a taxonomy of written feedback messages. Lipnevich, A.A., Smith, J.K., (eds.) The Cambridge handbook of instructional feedback, 2018, Cambridge University Press, 79–96.
78. Narciss, S., Feedback strategies for interactive learning tasks. Spector, J.M., Merrill, M.D., Van Merrienboer, J.J.G., Driscoll, M.P., (eds.) Handbook of research on educational communications and technology, 3rd ed., 2008, Lawrence Erlbaum Associates, Mahwah, NJ, 125–143.
79. Narciss, S., Feedback strategies. Encyclopedia of the learning sciences, Vol. 6, 2012, 1289–1293.
80. Narciss, S., Designing and evaluating tutoring feedback strategies for digital learning environments on the basis of the interactive tutoring feedback model. Digital Education Review 23:1 (2013), 7–26.
81. Narciss, S., Huth, K., How to design informative tutoring feedback for multi-media learning. Niegemann, H.M., Leutner, D., Brünken, R., (eds.) Instructional design for multimedia Learning, 2004, Waxmann, Münster, 181–195.
82. Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., Melis, E., Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education 71 (2014), 56–76, 10.1016/j.compedu.2013.09.011.
83. Newman, R.S., The motivational role of adaptive help seeking in self-regulated learning. Schunk, D.H., Zimmerman, B.J., (eds.) Motivation and self-regulated learning: Theory, research, and applications, 2008, Erlbaum, 315–338.
84. Nicol, D., The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 2020, 1–23, 10.1080/02602938.2020.1823314.
85. Nicol, D.J., Macfarlane‐Dick, D., Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education 31:2 (2006), 199–218.
86. Omelicheva, M.Y., Self and peer evaluation in undergraduate education: Structuring conditions that maximize its promises and minimize the perils. Journal of Political Science Education 1:2 (2005), 191–205, 10.1080/15512160590961784.
87. Panadero, E., Is it safe? Social, interpersonal, and human effects of peer assessment: A review and future directions. Brown, G.T.L., Harris, L.R., (eds.) Handbook of human and social conditions in assessment, 2016, Routledge, New York, 247–266.
88. Panadero, E., Jonsson, A., Botella, J., Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review 22 (2017), 74–98, 10.1016/j.edurev.2017.08.004.
89. Panadero, E., Jonsson, A., Alqassab, M., Providing formative peer feedback: What do we know?. Lipnevich, A.A., Smith, J.K., (eds.) The Cambridge handbook of instructional feedback, 2018, Cambridge University Press, 10.1017/9781316832134.020.
90. Panadero, E., Fernández-Ruiz, J., Sánchez-Iglesias, I., Secondary education students' self-assessment: The effects of feedback, subject matter, year level, and gender. Assessment in Education: Principles, Policy & Practice 27:6 (2020), 607–634, 10.1080/0969594X.2020.1835823.
91. Panadero, E., Lipnevich, A.A., Broadbent, J., Turning self-assessment into self-feedback. Boud, D., Henderson, M.D., Ajjawi, R., Molloy, E., (eds.) The impact of feedback in higher education: Improving assessment outcomes for learners, 2019, Springer.
92. Parkes, K.A., Instructional feedback in music. Lipnevich, A.A., Smith, J.K., (eds.) The cambridge handbook of instructional feedback, 2018, Cambridge University Press, Cambridge, 219–239.
93. Ramaprasad, A., On the definition of feedback. Behavioral Science 28:1 (1983), 4–13.
94. Reinholz, D.L., The assessment cycle: A model for learning through peer assessment. Assessment & Evaluation In Higher Education 41:2 (2016), 301–315, 10.1080/02602938.2015.1008982.
95. Ruiz-Primo, M.A., Brookhart, S.M., Using feedback to improve learning. 2018, Routledge.
96. Ruiz-Primo, M.A., Li, M., Examining formative feedback in the classroom context: New research perspectives. Handbook of research on classroom assessment, 2013, 215–232.
97. Sadler, D.R., Formative assessment and the design of instructional systems. Instructional Science 18:2 (1989), 119–144.
98. Sadler, D.R., Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice 5:1 (1998, 1998/03/01), 77–84, 10.1080/0969595980050104.
99. Sadler, R., Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education 34:2 (2009), 159–179, 10.1080/02602930801956059.
100. Sadler, P.M., Good, E., The impact of self- and peer-grading on student learning. Educational Assessment 11:1 (2006), 1–31, 10.1207/s15326977ea1101_1.
101. Sanchez, C.E., Atkinson, K.M., Koenka, A.C., Moshontz, H., Cooper, H., Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis. Journal of Educational Psychology, No Pagination Specified, 2017, 10.1037/edu0000190.
102. Shute, V.J., Focus on formative feedback. Review of Educational Research 78:1 (2008), 153–189.
103. Strijbos, J.W., Sluijsmans, D., Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction 20:4 (2010), 265–269, 10.1016/j.learninstruc.2009.08.002.
104. Strijbos, J.W., Van Goozen, B., Prins, F., Developing a coding scheme for analysing peer feedback messages. Paper presented at the EARLI-SIG 1 assessment and evaluation conference, Brussels, Belgium, 2012, August.
105. Tai, J., Ajjawi, R., Boud, D., Dawson, P., Panadero, E., Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education 76:3 (2018), 467–481, 10.1007/s10734-017-0220-3.
106. Tan, K.H.K., Student self-assessment. Assessment, learning and empowerment. 2012, Research Publishing.
107. Topping, K.J., Self and peer assessment in school and university: Reliability, validity and utility. Segers, M., Dochy, F., Cascallar, E., (eds.) Optimising new modes of assessment: In search of qualities and standards, Vol. 1, 2003, Springer Netherlands, 55–87.
108. Trzesniewski, K., Yeager, D., Catalán Molina, D., Claro, S., Oberle, C., Murphy, M., Global mindset initiative paper 3: Measuring growth mindset classroom cultures. Available at SSRN: http://doi.org/10.2139/ssrn.3911591, 2021.
109. Tunstall, P., Gipps, C., Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal 22:4 (1996), 389–404.
110. Tversky, A., Kahneman, D., Judgment under uncertainty: Heuristics and biases. Science 185:4157 (1974), 1124–1131.
111. Wiliam, D., What is assessment for learning?. Studies In Educational Evaluation 37:1 (2011), 3–14, 10.1016/j.stueduc.2011.03.001.
112. Wiliam, D., Feedback and instructional correctives. 2013, SAGE handbook of research on classroom assessment, 197–214.
113. Wiliam, D., Learning and assessment: A long and winding road?. Assessment in Education: Principles, Policy & Practice 24:3 (2017), 309–316, 10.1080/0969594X.2017.1338520.
114. Wiliam, D., Feedback: At the hard of -but definitely not all of- formative assessment. Lipnevich, A.A., Smith, J.K., (eds.) The Cambridge handbook of instructional feedback, 2018, Cambridge University Press, 3–28.
115. Winstone, N.E., Nash, R.A., Parker, M., Rowntree, J., Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist 52:1 (2017), 17–37.
116. Yan, Z., Brown, G.T.L., A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education 42:8 (2017), 1247–1262, 10.1080/02602938.2016.1260091.
117. Zundert, M., Sluijsmans, D., van Merriënboer, J., Effective peer assessment processes: Research findings and future directions. Learning and Instruction 20:4 (2010), 270–279, 10.1016/j.learninstruc.2009.08.004.