The Differential Effects of Feedback on Performance
AdvisorHoumanfar, Ramona A.
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For the progress of our society and its wellbeing, it is more and more critical that evidence-based instructional procedures are implemented to provide the individual with appropriate behaviors, stable and generalizable to all different contexts composing a community. One of the most used and cited procedures in the educational field, and within the organizations to optimize employees’ performance (Abernathy, 2000; Daniels & Bailey, 2014) is the feedback provision. The current study, inspired by Chase and Houmanfar’s research (2009) on the differential effects of basic feedback and elaborate feedback, found confirmation in laboratory settings of the superior impact of providing additional information to the students retaking the quizzes (elaborate feedback), in comparison to only informing the students about the correctness of their answers (basic feedback). In discussing the results, we also underline the importance of identifying all the factors involved when the students interact with the content to be learned and the associated quiz attempts. Among those factors, we emphasize the participatory role of students’ history of learning on their academic performance. When these factors are adequately considered, and the delivery of the feedback is carefully designed in its dimensions accordingly to the learning context, then a positive change in performance can be accomplished.