SYSTEMATIC REVIEW article
Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1572950
This article is part of the Research TopicStudent Voices in Formative Assessment FeedbackView all 8 articles
Students’ Perceptions and Outcome of Teacher Feedback: A Systematic Review
Provisionally accepted
Christian Brandmo1*
Siv M. Gamlem2- 1University of Oslo, Oslo, Norway
- 2Volda University College, Volda, Norway
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This systematic review examines students’ perceptions and outcomes of teacher feedback in elementary and lower secondary education (ages 10-16). The study explores how different feedback types and personal and relational factors influence students' achievement and their cognitive, emotional, and behavioural outcomes. Following PRISMA guidelines and the PICO framework, 96 empirical studies were analysed, focusing on feedback-related student outcomes and moderating factors. Findings indicate that high-quality, tailored, and action-oriented feedback positively affects student achievement, motivation, and engagement, while negative or vague feedback can lead to demotivation and avoidance behaviours. Students prefer direct and individualised feedback, and trust in the teacher-student relationship is crucial for effective feedback uptake. Social dynamics, gender differences, and feedback interpretation influence student outcomes, emphasising the need for adaptive feedback strategies. The review suggests that future research should focus on finding specialities and commonalities across various groups as well as on integrating AI with human feedback systems.
Keywords: student assessment, Teacher feedback, Feedback outcome, Feedback moderators, Student perspective, Systematic review
Received: 07 Feb 2025; Accepted: 14 Apr 2025.
Copyright: © 2025 Brandmo and Gamlem. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Christian Brandmo, University of Oslo, Oslo, Norway
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