Improving Student learning? Research evidence about teacher feedback for improvement in New Zealand schools
Improving Student learning? Research evidence about teacher feedback for improvement in New Zealand schools
复制标题
提高学生的学习？
DOI：
10.15663/wje.v10i1.345
复制
发表时间：
2016
影响因子：
--
通讯作者：
M. Hill
中科院分区：
文献类型：
--
作者：
Gayle E. Eyers;M. Hill
通过研究证实了提供评价性和描述性反馈对改善学习和成绩的重要性。本文借鉴了评估和反馈的研究，询问如何以及教师在新西兰课堂上使用反馈的证据。它揭示了很少有新西兰的研究，调查新西兰教师的使用反馈。那些调查教师使用评估信息的研究表明，从评估中获得的信息很少用于告知学生如何改进。教师更经常地表扬学生，对他们的工作给予不具体的信息，并将收集到的关于学生能力和技能的数据用于全校范围的汇总和达标的证据。人们提出了一些问题，如为什么会出现这种情况，专业发展如何可能与此有关，以及如何通过地方和国家两级更广泛的政策协调来改善这种情况。
The importance of giving both evaluative and descriptive feedback to improve learning and achievement has been confirmed through research. This paper draws on assessment and feedback research to interrogate the evidence about how well teachers use feedback in New Zealand classrooms. It reveals that there is very little New Zealand research that investigates NZ teachers' use of feedback. Those studies that do investigate teachers' use of assessment information show that very little of the information gained from assessment is used to inform students about how to improve. More often teachers praise students, give unspecific information about their work and use the data gathered about students' competence and skills for school-wide aggregation and evidence of meeting targets. Questions are raised about why this might be the case, how professional development might be implicated in this and how the situation might be improved through wider policy alignment at both local and national levels.
影响因子：
2.5
作者：
SADLER, DR
通讯作者：
SADLER, DR
影响因子：
16.4
作者：
DWECK, CS
通讯作者：
DWECK, CS