Toward a paradigm shift in feedback research: five further steps influenced by self-regulated learning theory
| dc.contributor.author | Panadero, Ernesto | |
| dc.date.accessioned | 2025-11-21T09:49:54Z | |
| dc.date.available | 2025-11-21T09:49:54Z | |
| dc.date.issued | 2023-07-07 | |
| dc.date.updated | 2025-11-21T09:49:54Z | |
| dc.description.abstract | As the articles in this special issue on “Psychological Perspectives on the Effects and Effectiveness of Assessment Feedback” have shown, feedback is a key factor in education. Although there exists a substantial body of research on the topic, it is imperative to continue advancing the field. My aim is to outline five steps to solidify the potential paradigm shift that the feedback field may already be experiencing, while incorporating the insights gleaned from the articles within this special issue. Firstly, there is a need to develop new models that thoroughly explore and operationalize the intricacies of the feedback phenomenon. Secondly, it is essential to conceptualize feedback as a dynamic process and collect data that directly investigates this process. Thirdly, it would be advantageous to leverage insights from the self-regulated learning field, which has made significant strides in advancing measurement methods applicable to feedback research. Fourthly, employing multimodal methods can enrich our comprehension of the multifaceted nature of the feedback process. Lastly, placing the feedback agent at the core of the feedback process, with particular attention to individual differences, is of utmost importance. | en |
| dc.description.sponsorship | Spanish Ministry of Economy and Competitiveness (Ministerio de Economía y Competitividad) National I + D Call (Convocatoria Excelencia) project reference PID2019-108982GB-l00; funded by contribution of the Basque Government [Ref. IT1624-22] to the group Education Regulated Learning and Assessment | en |
| dc.identifier.citation | Panadero, E. (2023). Toward a paradigm shift in feedback research: five further steps influenced by self-regulated learning theory. Educational Psychologist, 58(3), 193-204. https://doi.org/10.1080/00461520.2023.2223642 | |
| dc.identifier.doi | 10.1080/00461520.2023.2223642 | |
| dc.identifier.issn | 0046-1520 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14454/4433 | |
| dc.language.iso | eng | |
| dc.publisher | Routledge | |
| dc.rights | © 2023 Division 15, American Psychological Association | |
| dc.title | Toward a paradigm shift in feedback research: five further steps influenced by self-regulated learning theory | en |
| dc.type | journal article | |
| dcterms.accessRights | metadata only access | |
| oaire.citation.endPage | 204 | |
| oaire.citation.issue | 3 | |
| oaire.citation.startPage | 193 | |
| oaire.citation.title | Educational Psychologist | |
| oaire.citation.volume | 58 |