From Feedback Reception to Achievement: The Critical Role of Feedback Orientation and Utilization in Education

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: Division H Poster Session: Assessment in Schools

Abstract

Despite frequent feedback provision in schools, many students fail to use feedback effectively, limiting its impact on learning. This study addresses this persistent "feedback gap" by modeling how feedback orientation (FO) mediates the relationship between feedback reception frequency (FRCF), feedback utilization frequency (FUSF), and achievement among secondary students. Data from 296 students revealed that FO and FUSF were consistently associated with higher achievement, especially in language and humanities, whereas FRCF alone did not predict better outcomes. Structural equation modeling confirmed FO’s mediating role between feedback reception and achievement. These findings underscore the need to cultivate positive feedback orientation in students to unlock the full potential of feedback in educational practice, informing future assessment design and targeted interventions to promote learning.

Authors

• Lan Yang, Education University of Hong Kong

• Lijie Qin, The Education University of Hong Kong

• Kam Tai Tony Kwan, The Education University of Hong Kong