Open AccessA Meta-analytic Synthesis: Examining the Academic Impacts of Feedback on Student Achievement
Author(s) -
Nalline Baliram,
Jeffrey James Youde
Publication year - 2018
Publication title -
international dialogues on education
Language(s) - English
Resource type - Journals
ISSN - 2198-5944
DOI - 10.53308/ide.v5i2.72
Subject(s) - formative assessment , summative assessment , moderation , construct (python library) , academic achievement , psychology , mathematics education , student engagement , social psychology , computer science , programming language
Feedback can be defined by Irons (2008) as “any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities” (p. 7). The current study aims to synthesize quantitative research studies to further explore the impact of feedback on academic achievement. Results indicated the overall summary effect to be moderate and statistically significant (Hedges’ g = .40), thus lending support to the notion that feedback, considered a best practice, positively influences academic achievement. Moderator results suggested that teacher-provided and content-specific feedback at the K-12 level positively impacted student performance in the academic discipline. However, further research is warranted to explore the construct.