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 valuableinformation about their progress and enhances their ability to predict their performancethrough self-regulation and metacognitive awareness. For feedback to be effective, it must bedelivered promptly, be clear, and include specific suggestions for improvement. Thissystematic literature review, following the PRISMA 2020 methodology guidelines, analyzes23 empirical studies from the last decade (2015-2025) and examines the impact of teacherfeedback on primary school students' ability to predict their performance accurately. Thefindings indicate that feedback significantly improves the accuracy of students' performancepredictions, particularly when the feedback is clear, timely, and personalized. Thisimprovement is largely due to the enhancement of metacognitive skills and self-regulatoryprocesses, especially in subjects like mathematics and language. Individual and cognitivefactors, as well as self-assessment processes, play a vital role in minimizing performanceoverestimations, particularly among low-achieving students, which leads to more realistic andaccurate predictions. Additionally, socio-emotional and school factors boost students'engagement in the learning process and their receptiveness to feedback. Moreover, the use oftechnology and collaboration between schools and families fosters the development ofstudent autonomy and motivation. However, environmental and cultural factors, such associoeconomic and linguistic backgrounds, can affect the effectiveness of feedback and,ultimately, the accuracy of performance predictions. Finally, the findings underscore theadvantages of self-assessment over traditional forms of feedback and highlight the need forfuture longitudinal research, as well as greater integration of digital tools that can assist inaccurately predicting student performance in primary education.