Beyond “Correct” and “Incorrect”: How Can Teacher Feedback Be Improved?
DOI:
https://doi.org/10.61286/e-rms.v4i.529Keywords:
student evaluation, feedback, self-directed learning, school performance, teaching method, basic educationAbstract
The persistence of superficial and incomplete teacher feedback in classrooms limits the development of cognitive autonomy and reduces formative assessment to a purely corrective practice. To address this problem, the objective of the study was to analyze and quantitatively model the relationship between the quality of teacher feedback, its effective use, and the self-regulation of learning in basic education students from Lima. The methodology corresponded to a quantitative approach, with a non-experimental, cross-sectional design and a correlational-explanatory scope, utilizing a final sample of 158 participants. Three validated instruments with Likert-type scales were applied, and relationships were tested using a structural equation model. The results revealed that the global quality of feedback exerts a total positive and significant effect on self-regulation (c=0.52,p<0.01). Likewise, descriptive and formative feedback demonstrated a clear superiority over elemental feedback (t=-4.82,p<0.01;d=0.77). The mediation analysis confirmed that the effective use of comments acts as a significant partial mediator in this relationship (ab=0.31,p<0.01), explaining 51% of the variance in self-regulation (R2=0.51), with no moderation found according to academic level or area. In conclusion, feedback quality drives student self-regulation primarily when the learner actively processes and applies the information received, which demands moving beyond punitive corrections and institutionalizing dialogic and descriptive assessment practices
Downloads
References
Arbildo Maldonado, C. (2026). Evaluación formativa como motor del aprendizaje significativo en EBR: Revisión sistemática. Horizontes. Revista de Investigación en Ciencias de la Educación, 10(42). https://doi.org/10.33996/revistahorizontes.v10i42.1249
Bendezú Monge, T. (2025). Evaluación formativa para mejorar los aprendizajes: Revisión sistemática. Horizontes. Revista de Investigación en Ciencias de la Educación, 9(36), 681–698. https://doi.org/10.33996/revistahorizontes.v9i36.945
Bizarro Flores, W. H., Paucar Miranda, P. J., & Chambi-Mescco, E. (2021). Evaluación formativa: Una revisión sistemática de estudios en aula. Horizontes. Revista de Investigación en Ciencias de la Educación, 5(19), 872–891. https://doi.org/10.33996/revistahorizontes.v5i19.244
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Changa Arcos, M. E., Ramos Córdova, D. C., & Rodríguez Ventura, P. F. (2026). Evaluación formativa y retroalimentación pedagógica en el aprendizaje: Revisión sistemática (2020–2025). Revista Scientific, 11(40), 112–133. https://doi.org/10.29394/Scientific.issn.2542-2987.2026.11.40.7.112-133
Custodio-Carbajal, L. Y., Hernández-Fernández, B., & Centurion-Larrea, A. J. (2025). Evaluación formativa en los aprendizajes: Revisión sistemática. Horizontes. Revista de Investigación en Ciencias de la Educación, 9(39). https://doi.org/10.33996/revistahorizontes.v9i39.1094
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350
Falcón Ccenta, Y., Aguilar Hernando, J., Luy-Montejo, C. A., & Morillo-Flores, J. (2021). La evaluación formativa, ¿realidad o buenas intenciones? Estudio de caso en docentes del nivel primario. Propósitos y Representaciones, 9(1), e1041. https://doi.org/10.20511/pyr2021.v9n1.1041
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2019). The impact of formative peer feedback on higher education students’ academic writing: A meta-analysis. Assessment & Evaluation in Higher Education, 44(6), 863–880. https://doi.org/10.1080/02602938.2018.1545896
Istencioglu, T., Boud, D., Dawson, P., & Yang, L. (2026). Teacher feedback literacy as an emerging field: A scoping review. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2026.2631533
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254
Leenknecht, M. J. M., & Carless, D. (2023). Students’ feedback seeking behaviour in undergraduate education: A scoping review. Educational Research Review, 40, 100549. https://doi.org/10.1016/j.edurev.2023.100549
Little, T., Dawson, P., Boud, D., & Tai, J. (2024). Can students’ feedback literacy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education, 49(1), 39–52. https://doi.org/10.1080/02602938.2023.2177613
Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3), e3292. https://doi.org/10.1002/rev3.3292
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Paterson, C., Paterson, N., Jackson, W., & Work, F. (2020). What are students’ needs and preferences for academic feedback in higher education? A systematic review. Nurse Education Today, 85, 104236. https://doi.org/10.1016/j.nedt.2019.104236
Rodríguez Balarezo, S. F. (2026). Evaluación formativa para el logro de los aprendizajes: Una revisión sistemática. Revista InveCom, 6(1). https://doi.org/10.5281/zenodo.15665997
Rodriguez Rivera, F. F., Quesada Llanto, J. C., Masias Arias, L. M., & Rodriguez Salas, J. E. (2025). Marco jurídico-normativo de la retroalimentación formativa en universidades peruanas: Análisis sistemático de implementación. Revista Tribunal, 5(13), 261–277. https://doi.org/10.59659/revistatribunal.v5i13.269
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
Tamayo Mendoza, R. M., Menacho Rivera, A. S., & Hinojo Jacinto, G. N. (2023). La retroalimentación como estrategia para mejorar el proceso formativo del estudiante. Horizontes. Revista de Investigación en Ciencias de la Educación, 7(29). https://doi.org/10.33996/revistahorizontes.v7i29.606
Treschman, P., Stylianou, M., & Brooks, C. (2024). A scoping review of feedback in physical education: Conceptualisations and the role of teachers and students. European Physical Education Review, 30(4), 545–562. https://doi.org/10.1177/1356336X241230829
Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 85(4), 475–511. https://doi.org/10.3102/0034654314564881
Velásquez Díaz, W. S. (2025). Evaluación formativa en secundaria: Avances y desafíos 2025. Revista Tribunal, 5(12). https://revistatribunal.org/index.php/tribunal/article/view/614
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10.1080/00461520.2016.1207538
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Juan Carlos Cárdenas Valverde, Irina Giovanna Flores-Poma, Wilfredo César Salazar Mucha, Kimberly Johana Cárdenas-Flores, Jean Edward Cárdenas-Flores, Susan Fabiola Cárdenas Valverde
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Las publicaciones en acceso abierto de e-RMS están protegidas por derechos reservados y se rigen por la Licencia Pública Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). Se permite el uso no comercial de este material, con atribuciones al autor. No se permiten derivados de esta versión.
