CERP3 contributors: Andrew Butler
Feedback is a critical component in the process of learning because it provides information to the learner and the teacher about the gap between actual and desired performance. This chapter provides an overview of research on the effective use of feedback in instruction. The literature on feedback is voluminous and spans numerous fields of inquiry, but the primary focus is on research in the fields of cognitive and educational psychology, while drawing upon other fields when useful. The chapter begins with a brief historical overview of research on feedback as it pertains to learning and instruction. Next, a theoretical framework is provided to support the interpretation of feedback research and guide evidence-based decision making about how to implement feedback in instruction. Next, there is a review of current trends and issues in feedback research followed by a discussion of the practical implications for educational practice and some ideas for future directions.