![]() ![]() The power of peers: Interventions that aim to foster correct peer feedback are needed.Errors need to be welcomed: The exposure to errors in a safe environment can lead to higher performance.Disconfirmation is more powerful than confirmation: When feedback is provided that disconfirms then there can be greater change, provided it is accepted.The culture of the student can influence the feedback effects: Feedback is not only differentially given but also differentially received.Giving is not receiving: Teachers may claim they give much feedback, but the more appropriate measure is the nature of feedback received (and this is often quite little).John Hattie provides some interesting clarifications and explanations to his previous articles about feedback in schools: This short text is definitely a must-read for everybody trying to learn more about the feedback model behind the Visible Learning research. In 2011 John Hattie contributed to a publication by Sutton, Hornsey & Douglas about Feedback: The communication of praise, criticism, and advicewith an article about ‘Feedback in schools’. ![]() ![]() John Hattie’s research has focused on feedback for a long time. Feedback is one of the top 10 influences on student achievement. ![]()
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