Insights Into The Process Of Providing Feedback To Students On Open Ended Problems
Insights Into The Process Of Providing Feedback To Students On Open Ended Problems
复制标题
深入了解向学生提供开放式问题反馈的过程
DOI：
10.18260/1-2--5453
复制
发表时间：
2009
影响因子：
2
通讯作者：
M. Verleger
中科院分区：
文献类型：
--
作者：
M. Cardella;H. Diefes‐Dux;Amber Oliver;M. Verleger
实施开放式问题的挑战之一是评估学生的反应，因为问题的开放性允许多种适当的“好”反应。特别是，形成性评估，给学生反馈的中间解决方案，可以是特别具有挑战性的，当它是希望学生将理解和反馈的方式，表明学习已经发生。这项研究是一个更大的项目的一部分，该项目的重点是学生们通过多个模型诱导活动（MEA）解决方案的草案进行讨论时得到的反馈。在本文中，我们报告的研究生助教的经验，为学生提供反馈的调查结果。介绍了两个病例：教学助理谁是新的多边环境协定的经验，因此新的过程中给予反馈的多边环境协定的解决方案，和经验丰富的教学助理的经验。
One of the challenges of implementing open-ended problems is assessing students’ responses, as the open-ended nature of the problems allow for multiple appropriate, “good” responses. In particular, formative assessment—giving the students feedback on intermediate solutions—can be particularly challenging when it is hoped that students will understand and respond to the feedback in ways that indicate learning has taken place. This study is part of a larger project that focuses on the feedback that the students are given as they iterate through multiple drafts of their solutions to Model-Eliciting Activities (MEAs). In this paper, we report on findings related to Graduate Teaching Assistants’ experiences in providing their students with feedback. Two cases are presented: the experiences of a Teaching Assistant who is new to MEAs, and therefore new to the process of giving feedback on MEA solutions, and the experiences of a more experienced Teaching Assistant.