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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 : <>. 
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, Ă©valuation, feedback
Creators: Hattie, Timperley
Collection: Review of Educational Research
Views: 2461/2592
Views index: 27%
Popularity index: 6.75%
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  
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