Corrective feedback

Corrective feedback is a frequent practice in the field of learning and achievement. It typically involves a learner receiving either formal or informal feedback on their understanding or performance on various tasks by an agent such as teacher, employer or peer(s).^[1] To successfully deliver corrective feedback, it needs to be nonevaluative, supportive, timely, and specific.^[2]

^ Hattie, John; Timperley, Helen (2007). "The Power of Feedback". Review of Educational Research. 77 (1). American Educational Research Association (AERA): 81–112. doi:10.3102/003465430298487. hdl:20.500.12209/11107. ISSN 0034-6543. S2CID 82532100.
^ Shute, Valerie J. (2008). "Focus on Formative Feedback". Review of Educational Research. 78 (1). American Educational Research Association (AERA): 153–189. doi:10.3102/0034654307313795. hdl:20.500.12749/2996. ISSN 0034-6543.

[Hattie_Timperley_2007_pp._81–112-1] Hattie, John; Timperley, Helen (2007). "The Power of Feedback". Review of Educational Research. 77 (1). American Educational Research Association (AERA): 81–112. doi:10.3102/003465430298487. hdl:20.500.12209/11107. ISSN 0034-6543. S2CID 82532100.

[Shute_2008_pp._153–189-2] Shute, Valerie J. (2008). "Focus on Formative Feedback". Review of Educational Research. 78 (1). American Educational Research Association (AERA): 153–189. doi:10.3102/0034654307313795. hdl:20.500.12749/2996. ISSN 0034-6543.

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