S: Identifying Critical Characteristics of Effective Feedback Practices in Science and Mathematics Education

虽然有大量的证据表明反馈的积极作用，但一个主要缺乏系统的知识，不同的学生需要什么样的反馈，以什么形式，什么类型的学习任务。这个项目将定义和综合有效的反馈策略，这些策略可以与日常课堂评估实践的具体特点联系起来。该项目不是提供关于有效性的一般证据，而是总结、整合和解释一系列反馈研究，这些研究基于参与反馈实践的特定调解人和主持人在概念上具有可比性。这些中介和协调者将包括，例如，教学任务的难度，任务所利用的认知需求(例如，陈述性、程序性、图式或策略性知识)，或学生特征(例如，低或高成就，低或高动机。该项目将由三个研究问题指导：(1)在科学和数学教育中已研究的反馈策略的范围是什么？(2)在其中实施了反馈策略的反馈实践(例如，学习目标和学生特征)的关键中介和调节者是什么？经验证明对学生学习有积极影响的反馈策略的关键特征是什么？该项目将制定一个框架，其中包括一个将考虑内在和背景层面的反馈做法概念化的概念线，以及一个将用于描述和评价待综合的反馈研究和结论的方法论线。拟议的框架将提供一种可在不同学科的多种研究形式之间共享的语言，以描述反馈做法。框架和研究问题还将导致确定纳入和排除标准，以确定符合条件的综合文章和报告。在这个框架的基础上，我们将开发和应用一个两级编码系统，以具体说明和评估每一项符合条件的研究的结果。最后，编码信息将被总结，以确定研究中的模式和趋势，这些模式和趋势将被用于叙述性回顾和元分析形式的定量总结。智力优势：该项目将产生一个比目前描述科学教育中有效反馈策略的理论框架更完整和更详细的理论框架。这一理解将允许(1)完善解释反馈过程及其质量的理论框架，以及(2)为科学教师在日常工作中有效和形式化地使用评估提供具体、易于应用的建议。广泛影响：这项研究将帮助专业开发人员和教师了解需要什么才能有效地实施对学生学习产生积极影响的反馈实践。这项研究还将制定更明确的标准，以改进、评估和监测教师在日常教学中的反馈做法，并为科学和数学的职前和在职教师设计专业发展。该项目的结果还将填补研究空白，为形成性评估的文献做出贡献，并有助于确定研究和开发议程。该项目将创建一个供从业人员使用的工具包以及用于出版的文章。

Although there is substantial evidence about the positive effects of feedback, a major lack is systematic knowledge about what kinds of feedback are needed by different students, in what forms, and for which types of learning tasks. This project will define and synthesize effective feedback strategies that can be linked to specific features of daily classroom assessment practices. Instead of providing general evidence about effectiveness, the project will summarize, integrate, and interpret a range of feedback studies that are conceptually comparable based on particular mediators and moderators involved in feedback practices. These mediators and moderators would include, for example, difficulty of instructional tasks, cognitive demands tapped by tasks (e.g., declarative, procedural, schematic, or strategic knowledge), or student characteristics (e.g., low or high achievers, low or high motivation.The project will be guided by three research questions: (1) What constitutes the range of feedback strategies that have been studied in science and mathematics education?; (2) what constitutes the critical mediators and moderators of feedback practices (e.g., learning goals and student characteristics)in which such feedback strategies have been implemented?; and (3) what are the critical characteristics of feedback strategies that empirically have proved to have a positive impact on student learning? The project will develop a framework, including a conceptual strand that will conceptualize feedback practice considering intrinsic and contextual dimensions and a methodological strand that will be used to describe and evaluate the feedback studies and findings to be synthesized. The proposed framework will provide a language that can be shared within and across multiple forms of research in various disciplines to portray feedback practices. The framework and research questions will also lead to criteria for inclusion and exclusion to be used to identify eligible articles and reports for the synthesis. Based on the framework, we will develop and apply a two-level coding system to specify and evaluate the findings from each eligible study. Finally, the coded information will be summarized to identify patterns and trends across the studies, which in turn will be used for a narrative review and a quantitative summary in the form of a meta-analysis.Intellectual Merit: The project will result in a substantially more complete and detailed theoretical framework than what currently exists for characterizing effective feedback strategies in science education. This understanding will allow for (1) refinement of a theoretical framework that explains the feedback process and its quality, and (2) concrete, easy-to-apply recommendations for science teachers to effectively and formatively use assessments in their daily work.Broader Impacts: The study will help professional developers and teachers understand what is required to effectively implement feedback practices that have a positive impact on student learning. The research will also produce clearer criteria for improving, evaluating, and monitoring teachers' feedback practices in daily teaching as well as for designing professional development for pre- and in-service teachers of science and mathematics. Results from the project will also fill in the research gap, contribute to the literature on formative assessment, and help define research and development agendas. The project will create a toolkit for practitioners as well as articles for publication.