This level includes feedback about

This level includes feedback about how well a task is being accomplished or performed, such as distinguishing correct from incorrect answers, acquiring more or different information, and building more surface knowledge. This type of feed- back is most common and is often called corrective feedback or knowledge of results, and it can relate to correctness, neatness, behavior, or some other criterion related to task accomplishment. About 90% of teachers' questions (sometimes written but typically verbal) in classrooms are aimed at this information level (Airasian, 1997). Teachers commonly mix corrective feedback with information at the self level, which dilutes the power of the FT (e.g., "Good boy, that is cor- rect"; see Bennett & Kell, 1989). By itself, corrective feedback can be powerful. From various meta-analyses, Lysakowski and Walberg (1982) reported an effect size of 1.13, Walberg (1982) reported 0.82, and Tenenbaum and Goldring (1989) reported 0.74, all of which are substantial effects. Having correct information is a pedestal on which the processing and self-regulation is effectively built.FT is more powerful when it is about faulty interpretations, not lack of infor- mation. If students lack necessary knowledge, further instruction is more power- ful than feedback information. One of the problems with feedback at the task level is that it often does not generalize to other tasks. Thompson (1998), for example, demonstrated that improvement was specific to the questions for which feedback was provided and was not used to answer other questions.