Feedback in the educational context: A systematic review

The main objective of this study is to examine the scientific production on feedback in different educational contexts. Feedback provides guidance to students when making mistakes and creates opportunities for improvement. This review has three inclusion criteria: 1) articles published in 2018-2022, 2) in Spanish, 3) published in either Scielo, Scopus, or Web of Science databases. The results show that scientific production is primarily oriented towards six themes: 1) peer feedback, 2) written feedback, 3) feedback strategies, 4) feedback processes using rubric, 5) feedback based on the Hattie and Timperley model, and 6) feedback experience analysis. It is concluded that specific feedback, one that provides opportunities for improvement and that focuses on the work of students, brings more benefits than feedback centered on the individual or than providing general information on a given activity or evaluation.