Timely feedback on homework increases learning, and computer platforms providing immediate feedback help teachers adapt¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2–q3
Currency · newest study 2020 · checked against its sources 2026-10-16 (automated, 2 of 2 entries) · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Students learn more when they receive timely feedback on homework; little or delayed feedback risks practicing errors. → Roschelle 2020 q3 i? In a rigorous study, a computer platform (ASSISTments) gave immediate feedback on math homework and helped teachers adapt instruction, and students learned much more. → Roschelle 2020 (2)

Evidence¶

Roschelle 2020¶

Roschelle, J. & Hodkowski, N.M. (2020). Using Research on Homework to Improve Remote and Hybrid Learning [White Paper]. San Mateo, CA: Digital Promise. http://hdl.handle.net/20.500.12265/107

q2 · i? · review · r2

Narrative review claim citing Elawar & Corno (1985) on teachers' written feedback; the paper adds the error-practice risk of delayed feedback. No effect size printed.

"Research clearly shows that when students receive timely feedback on homework, they learn more (Elawar & Corno, 1985). Conversely, when students get little or very delayed feedback on how well they are doing, homework can't possibly help them to learn because they might be practicing errors."

Roschelle 2020 (2)¶

Roschelle, J. & Hodkowski, N.M. (2020). Using Research on Homework to Improve Remote and Hybrid Learning [White Paper]. San Mateo, CA: Digital Promise. http://hdl.handle.net/20.500.12265/107

q3 · i? · review · r2

The authors describe their own rigorous study of the ASSISTments platform, which scored and reported homework so teachers could spend more time on harder problems; "students to learn much more" with no effect size printed here.

"In a rigorous study (Roschelle et al., 2016), we found that using computer-collected information can also help teachers to adapt, and helps students to learn much more."

Studies bearing on this claim¶

Does independent practice outside class (homework) raise achievement, and what makes it work? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 5 distinct studies (2 causal, 2 associational, 1 review), q2–q3, 2 of 5 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• A review reports that pretesting helps paired-associate learning only when correct-answer feedback is immediate, but helps trivia-fact learning even when feedback is delayed up to 24 hours — the general claim this finding bears on, with the studies behind it
• Feedback improves learning by a medium amount on average, but its effect varies widely with the information it carries, and a substantial share of feedback effects are negative — a broader claim this one bears on
• Feedback Enhances Retrieval Practice — related
• Providing feedback after initial multiple-choice tests cut lure intrusions on final short-answer tests roughly in half, with immediate and delayed feedback equally effective — related
• Teachers adjusted their OCF provision in response to learner reactions, providing feedback when accepted and stopping when it was challenged or ignored — related
• Teachers used ASSISTments reports to adjust instruction and make problem review more frequent, targeted, and data driven — a narrower finding that bears on this claim
• Students rarely open transfer-practice cards immediately after solving; they want such problems organized into delayed, spaced wrong-book review instead — related
• Expert teachers' well-practiced routines make their performance fluid, as seen in homework-review and lesson-teaching comparisons — related
• Preparation-purpose homework benefits students more than same-day extra-time homework — related
• Completing the follow-up homework assignment modestly boosted exam question performance — a narrower finding that bears on this claim