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Hattie John & Timperley Helen (2007). « The Power of Feedback ». Review of Educational Research, vol. 77, n° 1, janvier, p. 81–112. ISSN 0034-6543, 1935-1046. En ligne : <http://rer.sagepub.com/content/77/1/81>.
Added by: Feyfant Annie (16 Aug 2014 11:03:14 Europe/Paris) |
| Resource type: Journal Article DOI: 10.3102/003465430298487 ID no. (ISBN etc.): 0034-6543, 1935-1046 BibTeX citation key: Hattie2007  |
Categories: General Subcategories: Évaluation des élèves Keywords: apprentissages, évaluation, feedback Creators: Hattie, Timperley Collection: Review of Educational Research |
Views: 2461/2592
Views index: 27% Popularity index: 6.75% |
| URLs http://rer.sagepub.com/content/77/1/81 |
| Abstract |
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Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
Added by: Feyfant Annie |