The Impact of Feedback on Supporting Students Accurately Predicts Their Performance in Primary Education

Abstract

Feedback is a crucial component of educational practice. It provides students with valuable
information about their progress and enhances their ability to predict their performance
through self-regulation and metacognitive awareness. For feedback to be effective, it must be
delivered promptly, be clear, and include specific suggestions for improvement. This
systematic literature review, following the PRISMA 2020 methodology guidelines, analyzes
23 empirical studies from the last decade (2015-2025) and examines the impact of teacher
feedback on primary school students' ability to predict their performance accurately. The
findings indicate that feedback significantly improves the accuracy of students' performance
predictions, particularly when the feedback is clear, timely, and personalized. This
improvement is largely due to the enhancement of metacognitive skills and self-regulatory
processes, especially in subjects like mathematics and language. Individual and cognitive
factors, as well as self-assessment processes, play a vital role in minimizing performance
overestimations, particularly among low-achieving students, which leads to more realistic and
accurate predictions. Additionally, socio-emotional and school factors boost students'
engagement in the learning process and their receptiveness to feedback. Moreover, the use of
technology and collaboration between schools and families fosters the development of
student autonomy and motivation. However, environmental and cultural factors, such as
socioeconomic and linguistic backgrounds, can affect the effectiveness of feedback and,
ultimately, the accuracy of performance predictions. Finally, the findings underscore the
advantages of self-assessment over traditional forms of feedback and highlight the need for
future longitudinal research, as well as greater integration of digital tools that can assist in
accurately predicting student performance in primary education.