A Matrix of Feedback for Learning

 The 2021 paper, 'Feedback that leads to improvement in student essays: testing the hypothesis that "Where to Next" feedback is the most powerful' indicates that students value feedback that:

• is specific, not general

• offer suggestions for improvement

• offers examples of what was done well and what what needs improvements

• points out mistakes

• is written in the margins near the issue  instead of provided orally

Overall the study suggests that group feedback is not as effective as written, specific feedback to students. 

Cam Brooks, Annemaree Carroll, Robyn M. Gillies, John Hattie, "A Matrix of Feedback for Learning", Australian Journal of Teacher Education, Vol. 44, Issue 4, 2019, URL: ro.ecu.edu.au/cgi/viewcontent.cgi?article=4007&context=ajte#:~:text=Self-%20regulatory%20feedback%20often%20features,for%20inter-rater%20reliability%20analysis.