Analyzing Teachers' Feedback Practices in Response to Students' Work in Science Classrooms
Analyzing Teachers' Feedback Practices in Response to Students' Work in Science Classrooms
复制标题
科学课堂上教师对学生作业的反馈实践分析
DOI：
10.1080/08957347.2013.793188
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发表时间：
2013
影响因子：
1.5
通讯作者：
Min Li
中科院分区：
文献类型：
--
作者：
M. A. Ruiz;Min Li
本文介绍了对 26 个中小学教室的教师在学生科学笔记本上进行书面反馈实践的三项研究的结果。数据分析由三个问题引导：(a) 教师是否针对学生在科学课堂上调查的科学问题提供书面反馈？ (b) 如果教师写反馈，其特点是什么？ (c) 教师是否正确解读学生的回答，是否正确识别学生的优势和劣势，以便根据学生的需求调整反馈？结果表明，26 名教师中有 17 名以某种形式向学生提供了反馈。然而，这种反馈的频率因教师和年级而异。从三项研究中编码的所有反馈信息中，大约 61% 是成绩、数字或符号，只有 33% 是评论。此外，评价性评论的出现频率几乎与描述性评论一样频繁（分别为 10% 和 14%），但只有 4% 的评论是规定性的。
This article presents findings from three studies of teachers' written feedback practices in students' science notebooks in 26 elementary and middle school classrooms. Three questions guided the analysis of the data: (a) Do teachers provide written feedback in response to the scientifically oriented questions students investigate in their science classrooms? (b) If teachers write feedback, what are its characteristics? (c) Do teachers interpret students' responses properly, and do they correctly identify the strengths and weaknesses to tailor the feedback to students' needs? Results indicated that 17 of the 26 teachers provided students with feedback in some form. However, the frequency of this feedback varied from teacher to teacher and across grade levels. From all feedback communications coded across the three studies, about 61% were grades, numbers, or symbols, and only 33% were comments. Furthermore, evaluative comments occurred nearly as frequently as descriptive comments (10% and 14%, respectively) but only 4% of comments were prescriptive.