THE ROLE OF TEACHER FEEDBACK IN IMPROVING THE QUALITY OF LEARNING: A REVIEW OF THE EVIDENCE BASE AND METHODOLOGICAL RECOMMENDATIONS

Abstract

The article presents a theoretical and analytical review on the role of pedagogical feedback in improving the quality of learning in higher education. Based on a critical analysis of national and international scientific literature, the importance of feedback as a regulatory mechanism for clarifying learning goals, diagnosing learning deficiencies, and developing self-regulation skills in students is substantiated. Consolidated data from meta-analyses and systematic reviews confirm that detailed, specific, and timely feedback significantly improves academic performance and student motivation, while formal, evaluative messages have a limited effect. The effectiveness of pedagogical feedback is explained by its role in activating cognitive processes, supporting learning motivation, and enhancing student engagement in learning activities. The paper discusses typical problems in its practical implementation, including the reduction of feedback to grades, organizational and resource limitations, and psychological and communicative barriers.