The strongest case for feedback is not “children like knowing the score”. It is that useful information can change the learner’s next action.
Feedback has a substantial evidence base
Large reviews and meta-analyses find positive average effects of feedback on learning, while also showing wide variation between feedback types.[1][2]
Specific beats vague
Feedback is more useful when it is tied to the task, strategy or self-regulation rather than simply giving praise or a judgement.[3][1]
A score is only the first layer
Toku can make correctness and performance visible immediately, but richer misconceptions may still need explanation from a parent, tutor or worked example.[3]
संबंधित Toku science पेज
संदर्भ
- John Hattie & Helen Timperley (2007). The power of feedback. Review of Educational Research.
- Benedikt Wisniewski, Klaus Zierer & John Hattie (2020). The power of feedback revisited: a meta-analysis of educational feedback research. Frontiers in Psychology.
- Education Endowment Foundation (2026). Feedback. Teaching and Learning Toolkit.