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. 2022 Jun 20;13:891025. doi: 10.3389/fpsyg.2022.891025

Table 1.

Levels of feedback.

Levels of feedback
Task Process Self-regulation
Perspectives on feedback Past (“feed back”) What progress has the learner made in learning their repertoire and technical skills? What progress has the learner made on learning new repertoire?
Is there evidence of improvement?
What progress has the learner made in developing self-regulated practice strategies?
Present (“feed up”) What goals did the learner reach?
What musical content did the learner understand?
How did the learner learn the passage?
Is there evidence of effective practice strategies?
What self-regulated practice strategies did the learner apply?
Future (“feed forward”) What goals should be set next?
What repertoire or skills should be learned next?
What practice strategies should the learner apply next? What self-regulated practice strategies should the learner apply next?

Adapted for instrumental/vocal music practice from Hattie and Zierer (2018, p. 89).