Effective messages tended to average:
Students receiving constructive feedback from faculty report gains in problem solving and communication skills. Feedback perceived as encouraging and aiding in student development tends to be more effective. Students note that late feedback (e.g., after its usefulness has expired) is not at all helpful nor effective. Messages constructed according to best practices are perceived to be of more quality by students. Further, the higher the level of quality perceived, the greater the impact the message has on students with regard to their self-efficacy and course performance.
Research from Purdue University shows that: