Sink or Swim? Improving Student Learning through Feedback and Self-Assessment
Sink or Swim? Improving Student Learning through Feedback and Self-Assessment
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下沉还是游泳？
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发表时间：
2010
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通讯作者：
Paul Sendziuk
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作者：
Paul Sendziuk
本文指出了教师向学生反馈机制中存在的一些问题，并报告了旨在解决这些问题的独特自我评估活动的调查结果。该活动基于以学习为导向的评估原则（Carless，2007年），涉及导师提供书面反馈，但对第二和第三年历史学生提交的作业保留分数。考虑到提供的评估标准和等级描述以及他们收到的反馈，学生们然后被要求给自己打分，并写一份100字的理由，提交给导师。对学生和导师给予的成绩进行分析，并通过匿名和非强制性问卷对练习进行评估，结果显示成绩高度一致，学生变得更有动力阅读和听取他们收到的反馈。此外，学生们报告说，他们对评估标准、达到某一等级所需的作业以及改进书面作业的方法有了更深入的了解。特别是借鉴了大卫Carless和大卫鲍德的研究，本文最后讨论了改进反馈机制的选择，如使用自我评估规则。
This paper identifies a number of problems with the mechanism by which teachers give feedback to students and reports the findings of a unique self-assessment activity aimed at countering these problems. The activity, based on the principles of Learning-Oriented Assessment (Carless, 2007), involved tutors providing written feedback but withholding grades on assignments submitted by a cohort of 2 nd and 3 rd year History students. Giving consideration to supplied assessment criteria and grade descriptors as well as the feedback they received, the students were then required to award themselves a grade and write a 100-word justification, which was submitted to the tutor. Analysis of the grades awarded by the students and tutors, and an evaluation of the exercise administered by an anonymous and non-compulsory questionnaire, revealed a high degree of grade agreement, and that students became much more motivated to read and heed the feedback they received. Moreover, the students reported gaining a greater understanding of the assessment criteria, the work required to attain a particular grade, and the means for improving their written work. Drawing particularly on the research of David Carless and David Boud, the paper concludes by discussing options for improving the feedback mechanism, such as the use of self-assessment rubrics.
高田贤三：科学（1989）
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