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1 reference
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- Vol 5 RE: Chapters 2, 8
- Vol 5 TE: App C
- Vol 7 PE: App D
formative feedbackelaborated feedbackfeedback timingfeedback specificityself-regulationworked examplestask-oriented feedbackfeedback overloadJournal article Evidence summaryAt a glance
Shute reviews formative feedback, defined as information communicated to change a learner’s thinking or behaviour for improved learning. Feedback can verify accuracy, identify errors, supply the correct answer, offer hints, explain principles, or present worked examples; its effectiveness depends on the learner, task, timing, and level of detail.
Key ideas
Elaborated feedback that addresses what, how, and why is often more useful than simple right–wrong confirmation, but too much information can overwhelm learners. Effective feedback is generally specific, credible, supportive, and focused on the task, process, or self-regulation rather than personal traits or comparisons with peers. Immediate feedback can help difficult or procedural tasks and prevent persistent error, while delayed feedback may sometimes support transfer or fluency; no single timing rule fits all conditions. For educators and designers, feedback should be manageable, aligned with goals, and usable in a next action.
Why it matters
Avoid grades or praise that divert attention to the self, overly controlling language, vague comments, and hints that let students bypass thinking. The review offers conditional guidelines rather than a universal feedback formula.
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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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