1) Feedback is great, right? The meta-analyses show it is - but this fascinating study by Stefan Ekecrantz takes those meta-analyses apart. He examines Hattie and Timperley; they rely on Kluger and DeNisi; Ekecrantz looks at what it contains very closely, http://www.diva-portal.org/smash/get/diva2:1257137/FULLTEXT01.pdf
2) For example, Kluger and DeNisi's meta-analysis includes studies looking at the effect of feedback on workplace productivity, on hockey teams' use of body checks, and on Extra-Sensory Perception (feedback helps).
2) For example, Kluger and DeNisi's meta-analysis includes studies looking at the effect of feedback on workplace productivity, on hockey teams' use of body checks, and on Extra-Sensory Perception (feedback helps).
2) For example, Kluger and DeNisi's meta-analysis includes studies looking at the effect of feedback on workplace productivity, on hockey teams' use of body checks, and on Extra-Sensory Perception (feedback helps).
2) For example, Kluger and DeNisi's meta-analysis includes studies looking at the effect of feedback on workplace productivity, on hockey teams' use of body checks, and on Extra-Sensory Perception (feedback helps).
3) Meanwhile, the meta-analysis includes only one study for 9th-12th Grade students – very highly academic students, for whom feedback made minimal difference.
4) Ekecrantz also highlights how this means we rely on very old studies - often drawing on research traditions we might not sympathise with...
4) Ekecrantz also highlights how this means we rely on very old studies - often drawing on research traditions we might not sympathise with...
4) Ekecrantz also highlights how this means we rely on very old studies - often drawing on research traditions we might not sympathise with...
5) The crucial point he makes is the troubling elision between studying the power of feedback (on behaviour in general) and studying its power to promote academic learning among students.
6) Time for a rethink about the power of feedback...
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