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Types and Frequencies of Teachers' Written Instructional Feedback

Robert B. Bloom and Linda Bourdon
The Journal of Educational Research
Vol. 74, No. 1 (Sep. - Oct., 1980), pp. 13-15
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27539790
Page Count: 3
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Types and Frequencies of Teachers' Written Instructional Feedback
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Abstract

One hundred eighty-three elementary teachers graded a 16-item simple-addition-facts student paper. Seven mutually exclusive types of feedback were differentiated. Noncorrective feedback was used three times as frequently as corrective feedback. Among types of noncorrective feedback the least useful type was used two-thirds of the time. Teachers demonstrated limited use of the feedback strategies positively associated with student achievement.

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