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- Vol 1 RE: Chapters 2, 6, 10, 12, App A
- Vol 1 TE: App A
- Vol 2 RE: Chapter 11, App C, App D
- Vol 2 TE: App B
- Vol 3 RE: Chapters 8, 14
- Vol 3 TE: App C
- Vol 4 RE: Chapters 5, 7, 8, 9, 17, 20, 25, App A, App B, App C
- Vol 4 TE: App C
- Vol 5 RE: Chapters 1, 2, 3, 5, 8, 13, 14, App A, App B
- Vol 5 TE: App C
- Vol 7 PE: App D
- Vol 7 RE: Chapters 10, 11, App D
formative feedbackfeedback levelsself-regulated learninglearning goalstask performancemetacognitioninstructional adjustmentJournal article Evidence summaryAt a glance
Hattie and Timperley review evidence about feedback and propose a model explaining when it supports learning. Effective feedback reduces the gap between a learner’s current understanding or performance and a desired goal.
Key ideas
It addresses three questions—Where am I going? How am I going? and Where to next?—and can operate at four levels: the task, the process used to perform it, self-regulation, and the self as a person. Task and process information can correct errors and improve strategies; self-regulatory feedback can strengthen monitoring, help-seeking, and persistence. General praise directed at the self usually conveys little information about how to improve and may distract from the task. Effects therefore depend on timing, specificity, difficulty, learner knowledge, goals, and whether the recipient can act on the information.
Why it matters
Feedback is not merely something teachers deliver: learners also generate and seek it, while teachers use evidence to adjust instruction. The review cautions that feedback can be ineffective or harmful when it is unclear, controlling, or poorly matched to the learner.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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