The effects of feedback on achievement, interest and self-evaluation
The role of feedback's perceived usefulness
The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared - with a particular focus on the mediating role of feedback's perceived usefulness.
Participants, 146 ninth graders (aged 14 to 17 years), were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on their test results and completed surveys measuring feedback's perceived usefulness, interest and selfevaluation. Results of path analysis showed that process-oriented feedback was perceived as more useful than grade-oriented feedback and that feedback's perceived usefulness had a positive effect on changes in achievement and interest. Consistent with this, process-oriented feedback had a greater positive indirect effect than grade-oriented feedback on changes in mathematics achievement and interest via its perceived usefulness. There were no such effects on changes in self-evaluation.
Potential explanations for these findings, educational implications and possible directions for future research are discussed.
Harks, Birgit; Rakoczy, Katrin; Hattie, John; Besser, Michael; Klieme, Eckhard: The effects of feedback on achievement, interest and self-evaluation. The role of feedback's perceived usefulness, in: Educational Psychology, 34 (2014) 4, 269-290