The Impact of Grades, Comments, and No Feedback on Academic Achievement: A Meta-Analysis

• In Event: Classroom Assessment Research on Interventions and Student Learning

Abstract

This research synthesis investigated the impact of performance feedback on students’ academic achievement across elementary and secondary school. Two meta-analyses were conducted to compare the achievement effects of (1) a grade versus no performance feedback and (2) a grade versus a comment. Overall effect sizes differed between the two meta-analyses and were both positive and significant (grades versus no performance feedback d = .23 favoring grades; grades versus comments d = .34 favoring comments). Moderator analyses revealed that the impact of grades and comments on performance varied as a function of contextual variables (e.g., academic subject), feedback characteristics (e.g., content of comments), and a feature of the study design (i.e., feedback stage). Practical and methodological implications of findings are discussed.

Authors

• Alison C. Koenka, The Ohio State University

• Hannah Moshontz, Duke University

• Kayla Atkinson, Duke University

• Carmen Sanchez, Duke University

• Harris M. Cooper, Duke University