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What attributes guide best practice for effective feedback? A scoping review.

Christine Ossenberg1, Amanda Henderson2, Marion Mitchell2

  • 1Griffith University, Brisbane, QLD, Australia. christine.ossenberg@griffithuni.edu.au.

Advances in Health Sciences Education : Theory and Practice
|October 5, 2018
PubMed
Summary

Effective feedback is a process that is criteria-based, timely, and learner-responsive. While dialogic feedback is promoted, understanding how to truly engage learners as equal partners remains a research gap.

Keywords:
AttributesBest practiceEffectiveFeedbackScoping review

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Area of Science:

  • Educational Psychology
  • Learning Sciences
  • Instructional Design

Background:

  • Recent literature highlights the growing importance of feedback in learning.
  • Current educational discourse emphasizes feedback as a dialogic, interactive process.
  • However, specific elements supporting effective dialogic feedback require further investigation.

Purpose of the Study:

  • To systematically review and identify key elements that constitute best practices for effective feedback.
  • To explore the attributes that guide the implementation of dialogic feedback in educational settings.

Main Methods:

  • A scoping review was conducted using Arksey and O'Malley's methodology.
  • A comprehensive search identified sixty-one eligible publications from international empirical and non-empirical sources.
  • Feedback elements were extracted and categorized into eleven core attributes.

Main Results:

  • Feedback was identified as a process that should be criteria-based, utilize multiple data sources, and be desired by the recipient.
  • Effective feedback must be timely, responsive to learner needs, frequent, future-focused, and reciprocal.
  • Key attributes also include skillful interaction and a multidimensional approach to learner engagement.

Conclusions:

  • While feedback is often framed as dialogic, a gap exists in understanding how to foster equal learner partnership.
  • Further research is needed to explore the impact of specific feedback process aspects on educational practice.