This is the literature review on p5 of this research report called “Focus on Formative Feedback”, published in 2007.
I’ve posted this so I can refer to it if anyone asks me where the evidence comes from next time I assert that students should not regularly have graded feedback!
In a nutshell:
- Meta-analyses have shown negative effects of feedback on student achievement in many cases
- This is if the feedback is, for example
- Seen as ‘critical’
- Linked to grades (that allow students to compare performance with peers)
- An interruption