Feedback that works: a realist review of feedback interventions for written tasks

Despite feedback being considered important to learning, its potential is rarely fully realised. Promoting learning through in open-ended written tasks (e.g. essays and reports) a complex endeavour that requires students who are motivated identify utilise appropriate information. We set out understand the mechanisms enable interventions work, for whom what contexts. Using realist review research methodology, 19,065 papers mentioning undergraduate courses were screened, 375 full-text assessed rigour relevance, resulting 58 analysis. Self-determination theory was identified as good fit understanding required of mobilise engage with process. Findings indicate design processes needs afford opportunities have sense relatedness their teacher, perceptions competence autonomy. In addition, role emotion mediating be considered. This supports use designs which include scaffolded tasks, dialogue, action plans sequenced tasks. These promote students’ relatedness, autonomy, leading motivation feedback, thus improved performance.