Learners of all levels receive a plethora of feedback messages on a daily – or even hourly – basis. Teachers, coaches, parents, peers – all have suggestions and advice on how to improve or sustain a certain level of performance.

    This volume offers insights into the complexity of students’ engagement with feedback, the diversity of teachers’ feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It focuses on two main sections: what is students’ engagement with feedback? And what is the variety of teachers’ feedback practices? Under these themes, the content covers a broad range of key topics pertaining to instructional feedback, how it operates in a classroom and how students engage with feedback. Unarguably, feedback is a key element of successful instructional practices – however we also know that (a) learners often dread it and dismiss it and (b) the effectiveness of feedback varies depending on teacher’s and student’s characteristics, specific characteristic of feedback messages that learners receive, as well as a number of contextual variables. What this volume articulates are new ways for learners to engage with feedback beyond recipience and uptake.

    With nuanced insights for research and practice, this book will be most useful to teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond.

    Feedback is essential to successful instruction and improved student performance, but learners often dread and dismiss feedback and its effectiveness can vary. Thus, sharing intentions, clarifying success criteria, knowing what type of feedback to provide and when, and activating students as owners of their learning are essential feedback functions.

    Instructional Feedback presents a comprehensive summary of the most recent research on instructional feedback and describes its successful implementation. With a focus on evidence-based approaches adapted to specific contexts, the authors use common classroom situations to demystify feedback and place it within a broad instructional context, along with definitions, characteristics, and precautions about its effect on students’ emotions and behaviors. Inside you’ll find:

    • Coverage of all grades and concentrations, including math, language arts, music, art, and science
    • Peer feedback, self-assessment, and subject-specific nuances
    • Student and teacher examples of feedback and suggestions for improvement

    Engaging and concise, Instructional Feedback discusses why feedback is so powerful, how it is promising, and what it looks like in practice.

    This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas – including mathematics, science, music, and even animal training – and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.

    Academic self-concept and outcomes
    Achievement motivation
    Modular Manufacturing


    • Synthesizes research on psychosocial skills, analyzing theory and areas of application from K-12
    • Examines developmental trajectories and approaches to psychosocial skills assessment
    • Explores key educational outcomes and interventions geared to enhance each psychosocial characteristic
    • Describes psychosocial skills in clinical settings, large-scale international assessments, policy as well as curriculum development