ABSTRACT
The chapter helps to explain how significant the factors "questioning," "metacognitive strategies," "study skills," and "classroom discussion" are and what makes successful feedback. It also helps to explain what it means to give comprehensive feedback and what it means to obtain meaningful feedback from the learners. The chapter explains what misunderstood feedback (praise, peers, etc.) can involve. It also explains what the basic principles of feedback in class are. One of the main messages of Visible Learning is the significance of feedback for the learning process. Learners need the teacher's feedback, but teachers also need the learner's feedback. The factor "questioning" achieves a correspondingly high effect size of 0.48 in Visible Learning. The major issue in most of the questioning research relates to asking "higher order" or "deeper question." "Metacognition" is a term for thinking about one's own thought processes. The associated factor "metacognitive strategies" achieves an effect size of 0.69 in Visible Learning, placing it near the top ten.
