Four-level feedback framework (task, processing, self-regulation, self-as-person) for supporting group learning¶

Element · All elements
Evidence · 2 claims (2 for) · 4 studies (2 quant-synthesis, 2 review), q2–q4 · 3 of 4 report an effect size

Description¶

The primer's appendix presents Hattie and Timperley's (2007) four levels of feedback: about the task, about the processes involved in the task, about self-regulation, and about the self as a person. "Of the four levels, feedback about 'self as a person' is the least effective for helping further learning, as it contains no information related to the task." Feedback about self-regulation can help learners create their own internal feedback routines, and the primer recommends combining the first three levels for increased positive impact.

Design Implications¶

Context¶

Requirements¶

• Task feedback should be kept simple; feedback can only build on knowledge a student already has, so instruction is necessary when basic knowledge is missing

Constraints¶

• If feedback about the task is complex it may not be understood

Target Learners¶

• K-12 students in collaborative groups

Target Learning Goals¶

• Self-regulation of learning
• effective use of feedback

Claims¶

• Feedback Addressing Task Improves Learning [+W]
• Feedback about self as a person is the least effective feedback level; task, process, and self-regulation feedback support learning and combine for greater impact [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Hampton, S., Glazer, K., Dragnić-Cindrić, D., & Fusco, J. (2025). Social Regulation of Learning. Digital Promise. https://doi.org/10.51388/20.500.12265/249