Bridging the Gap Between observation protocols and formative feedback
Bridging the Gap Between observation protocols and formative feedback
复制标题
弥合观察方案和形成性反馈之间的差距
DOI：
10.1007/s10857-020-09485-x
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发表时间：
2021
影响因子：
2.1
通讯作者：
Sweeney, J.
中科院分区：
文献类型：
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作者：
Yee, S.;Deshler, J.;Rogers, K.;Petrulis, R.;Potvin, C.;Sweeney, J.
在这项研究中，我们试图确定课堂观察的反馈如何影响新手大学数学教师的教学实践。具体地说，我们考察了红黄绿反馈系统(RYG反馈)如何影响研究生讲师(GSI)在观察方案(GSIOP)上的分数。该方案是专门为这一人群开发的，GSIOP和RYG反馈都被用于GSI的同行指导计划中，其中新手GSI由更有经验的GSI进行指导。导师使用GSIOP观察新手的教室，并提供RYG反馈作为观察-反馈周期的一部分。我们分析了100组分数，每组分数在一个学期的课程中平均包含三个观察-反馈周期。对长达一学期的数据集进行纵向分析，可以洞察到哪些类型的反馈影响了观察教学。在对教师提供给GSI的反馈从多个维度进行定性编码后，我们发现某些形式的反馈对GSI教学中的可观察变化更有影响。例如，包括语境化(背景和焦点事件)的教学反馈比没有语境化的反馈在GSIOP得分上显示出更积极的变化。我们的结果表明，情境形成性反馈对以学生为中心的观察和以教师为中心的观察有积极的变化。
In this study, we sought to identify how feedback about classroom observations affected novice university mathematics instructors’ (UMIs) teaching practices. Specifically, we examined how a Red–Yellow–Green feedback system (RYG feedback) affected graduate student instructor (GSI) scores on an observation protocol (GSIOP). The protocol was developed specifically for this population, and both the GSIOP and RYG feedback were used within a peer mentoring program for GSIs, wherein novice GSIs were mentored by more experienced GSIs. Mentors observed novices’ classrooms using the GSIOP and provided RYG feedback as part of observation–feedback cycles. We analyzed 100 sets of scores, each collected over the course of a semester containing on average three observation–feedback cycles. Analyzing the semester-long datasets longitudinally provided insight into what types of feedback informed and influenced observed teaching. After qualitatively coding the feedback provided to the GSIs by their mentors along multiple dimensions, we found certain forms of feedback were more influential for observable changes in GSIs’ teaching. For example, pedagogical feedback that included contextualization (context and focal events) demonstrated a more positive change in GSIOP score than feedback that lacked contextualization. Our results suggest that contextual formative feedback has a positive change to student-focused and teacher-focused observations.