Date of Award
4-2013
Document Type
Thesis
Department
Mathematics
First Advisor
Glen Richgels
Second Advisor
David Benson
Third Advisor
Craig Rypkema
Abstract
This paper reviews the current research that exists on feedback given to students in an educational setting. Questions examined were what characteristics make feedback effective, what are the effects on student achievement if feedback is available to students in a math classroom and does timing of the feedback given play a role in its effectiveness. Results showed that feedback is effective if it is descriptive, including both strengths and weaknesses. Feedback given in small doses throughout the learning process, so as not to overwhelm students, has also proven effective. The research shows that the effect of feedback on student achievement is significant. Meta-analysis done by Hattie (1999) shows that typical schooling has an effect size of 0.40 while feedback has more than twice that, an effect size of 0.95. With regards to timing of feedback, research does not lead this author to conclude that immediate is any more or less effective than delayed feedback.
Recommended Citation
MchLachlan, Jennifer L., "Improving Student Achievement Through Feedback" (2013). Mathematics Graduate Theses. 13.
https://pines.bemidjistate.edu/thesis-math/13
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Mathematics Commons, Science and Mathematics Education Commons
