首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 921 毫秒
1.
In distance learning provision in languages, fault correction and feedback can facilitate teacher–student dialogue. This article examines teachers’ beliefs and assumptions about faults and the attitudes of both teachers and learners towards the correction process, all of which can play a key role in fostering this dialogue. Our findings are based on two surveys, one of 215 students enrolled on an intermediate Open University Spanish course and one of a sample of 18 tutors who teach on this course. The results of the two questionnaires suggest that the strategies currently in use for identifying and correcting faults may not be explicit enough. We conclude that this problem may be addressed if both tutors and students are given the tools to make the process more transparent and are encouraged to see dialogue as an essential component in the feedback mechanism.  相似文献   

2.
A series of workshops with educators at Birmingham City University about enhancing student involvement in course evaluation prompted us to consider the principles of assessment for learning as an approach to enhancing the quality and value of this evaluative activity. We focus on student enhanced learning through effective feedback which is a model designed to support the integration of ‘feedback’ and ‘feed-forward’ as a social practice in higher education. In the same way that dialogue between student and educator is now viewed as an essential part of student development we suggest that this approach should apply equally to the development of courses. In this paper we outline the principles of the model – reflection, transparency and developmental dialogue, and set out the case for using the approach to facilitate greater collaboration between students and educators to create a framework to facilitate shared ownership of course enhancement.  相似文献   

3.
Feedback is important for student learning; however, research shows that students can have a number of difficulties when attempting to learn from feedback. Based on an in-depth analysis of undergraduate students’ self-reported reflection logs, we present findings about students’ experiences with oral and written feedback and how they act upon this feedback when a portfolio is the main assessment and learning tool. Our findings indicate that, within our context, students’ overall experiences with receiving feedback are positive. Oral feedback was perceived as particularly valuable to the students while written feedback challenged their understanding. We identified four specific actions the students engaged in to create meaning from the feedback: internal feedback, using oral feedback, initiating dialogue and interacting with peers. The findings indicate that the students take responsibility in the feedback process. The findings are discussed in relation to current perspectives on feedback in higher education.  相似文献   

4.
There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor–student dialogue. In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework (GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback.  相似文献   

5.
The study presented in this article, conducted in a European higher education institution, explores the value of dialogue as a means of facilitating alignment between the teacher’s and student’s understanding of a formative assessment practice. The overriding objective is to examine the degree of alignment between the teacher’s intentions in using the “seven principles of good feedback practice” and the student’s experiences of them in practice. The findings from this study differ from previous research findings on experience of assessment and feedback; while the latter broadly acknowledge a significant level of mismatch between student and teacher viewpoints, the findings from this study reveal a clear majority of common features between the parties’ perceptions. The findings argue for the importance of the teachers’ efforts to develop a mutual learning dialogue and the active effort and participation by both parties in such formative activities as self-assessment, reflection as feedback and dialogue.  相似文献   

6.
Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means of student-generated screencast (Jing®) recordings in which students talked through the feedback written by their tutors. The recordings were analysed in terms of the students’ cognitive, affective and metacognitive responses to the tutors’ feedback. Results show that, while students do engage with tutor feedback and make active efforts to integrate it, they sometimes use ineffective strategies, especially when tutor and student make different assumptions about the role of feedback. The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors.  相似文献   

7.
Traditional structures in higher education support a separation between faculty members’ and students’ perspectives on classroom practice. This is in part because student-faculty interactions are typically defined by a focus on content coverage and by a clear delineation between faculty and student roles in engaging that content. This paper focuses on key findings from an ongoing action research study that aims to address these basic questions: (1) What happens when faculty and students engage in structured dialogue with one another about teaching and learning outside of the regular spaces within which they interact? and (2) How can such dialogic engagement become a part of both students’ and teachers’ practice? The study takes place within the context of a program that supports undergraduate students and college faculty members in semester-long partnerships through which they explore teaching and learning. The goal of these explorations is to examine, affirm, and, where appropriate, revise pedagogical practice. Constant comparison/grounded theory was used to analyze discussions among and feedback from participants. It was found that partnership facilitates both faculty and students multiplying their perspectives in ways that have the potential to improve teaching and learning. Participants consistently describe gaining new insights produced at and by the intersections of their experiences and angles of vision. Furthermore, they discuss how these insights deepen their own self-awareness and their understanding of others’ experiences and perspectives. Finally, they indicate that, as a result of gaining these insights and deepening their awareness, they are inclined to embrace more engaged and collaborative approaches to teaching and learning.  相似文献   

8.
Interactive dialogue within feedback episodes is essential for developing primary school students' mathematical reasoning competence. Our goal was to better understand the nature of the associations between observed dialogue, teachers' formative feedback, and students' mathematical reasoning. We applied a two-step approach, first constructing a video-analysis instrument for assessing the quality of interactive dialogues and then combining the interaction data with student and teacher questionnaire data from 804 students in 44 fifth and sixth grade primary school classes. The quality of the observed dialogues predicted class differences in students’ self-efficacy for explaining but not in their reasoning competence, which was predicted by perceived formative feedback.  相似文献   

9.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations.  相似文献   

10.
Abstract

The emerging literature related to feedback literacy has hitherto focused primarily on students’ engagement with feedback, and yet an analysis of academics’ feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics’ responses to receiving critical feedback via scholarly peer review. Our findings reveal that feedback can be visceral and affecting, but that academics employ a number of strategies to engage with this process. This process can lead to actions that are both instrumental, enabling academics to more effectively ‘play the game’ of publication, as well as to learning that is more positively and holistically developmental. This study thus aims to open up a dialogue with colleagues internationally about the role of feedback literacy, for both academics and students. By openly sharing our own experiences we seek to normalise the difficulties academics routinely experience whilst engaging with critical feedback, to share the learning and strategies which can result from peer review feedback, and to explore how academics may occupy a comparable role to students who also receive evaluation of their work.  相似文献   

11.
In this article I describe teacher–student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by students’ unique experiences and socialisation. Drawing on sociological theories on interaction and communication, I argue that the type and quality of the teacher–student feedback perceived by the student is influenced by the student's background. While many studies have shown that feedback is a key determinant for student learning and achievement, only a few have examined how feedback is perceived by students and if the perception is related to their socioeconomic status (SES). I use data from the Programme for International Student Assessment (PISA) 2012 in a multilevel regression model to examine differences in students’ perceptions of directive and facilitative feedback. The five Nordic countries of Denmark, Finland, Iceland, Norway and Sweden are used as cases. Regarding directive feedback, I find no relationship between this type of feedback and students’ SES. However, the results indicate that students with high SES perceive more facilitative feedback in Denmark, Finland, Iceland and Sweden than students with low SES. These results indicate that students are not given equal opportunities to learn. I argue that this might create inequalities in the Nordic school systems. Implications of the findings are discussed.  相似文献   

12.
This study explored feedback conveyed in nine triadic conferences in teacher education practicum. The supportive character of formative feedback was explored in detail by employing a framework that combines two conceptualisations of feedback.The study depicted feedback directed backwards, upwards or forward and focusing performance, strategies, self-regulation or personal characteristics inside a framework of self-regulated learning. Findings show the teacher student to be more active in feed up, feed back and feed forward than previous studies have shown. Furthermore the conversations were found to be characterised by joint problem-solving in which all three parties focused on the student’s professional teacher-becoming. In conclusion, the findings indicate a feedback practice characterised by ‘sustainable’ feedback that scaffolds students’ self-assessing competence while fostering student self-reflexivity and self-regulation.  相似文献   

13.
Research has shown a positive relationship between academic engaged time (AET), academic learning time (ALT) and student achievement. Previous work has reported a relatively non‐intrusive, cost‐effective method for increasing AET in the classroom involving the presentation of research information followed by feedback to teachers of students’ AET in their classes. This study aimed to replicate these findings in a primary school setting and to establish what effects the information plus feedback had on teachers’ instructional behaviours which have been found to correlate with students’ AET and ALT. In addition, we looked at the effects of more precise feedback based on students’ task difficulty measures. The results provided strong support for the utility and efficacy of information plus feedback as a method for increasing student AET and ALT and for enabling teachers to change their instructional behaviours in the direction of published research findings.  相似文献   

14.
Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback – as evidenced in the National Student Survey – suggests that there are problems which limit student engagement with feedback, such as their perception that much of their feedback is irrelevant to future assignments. This article reports on a study which sought to enhance engagement by giving students exemplar assignments annotated with feedback before submission of their final assignments. This was done by providing an online facility where students could view exemplars and post comments or questions to tutors and peers on a discussion board. The exemplar facility was highly valued by students, although there were no quantitative effects such as an increase in students’ assignment marks when compared with the previous cohort. The article reflects on possible reasons for this result and discusses ways to improve the exemplar facility, for example by facilitating dialogue between tutors and students. The article concludes with lessons learned about how to construct exemplars, and considers how exemplars might also be used within marking teams to improve consistency of marking.  相似文献   

15.
对话视域下的阅读教学强调教学文本的对话性与生成性,这是一个师生本三元主体多重对话交流的过程。在阅读课堂教学中,师生本三主间性的对话机制涵括以下几种文本对话形式：师生与文本主体间性的对话（师本对话和生本对话）和师生与生生主体间性的对话（师生对话和生生对话）,并由此产生相应的对话文本。在对话教学过程中,通过激活师生的期待图式结构、掌握一定的对话策略,可望达到师生本三者的视域融合,最终形成新的对话生成文本,从而扩大原教学文本的内涵,拓展认知主体的认知空间。  相似文献   

16.
Despite the general consensus on the positive impact of formative assessment on student learning, researchers have not shown the underlying mechanisms between specific formative assessment strategies and academic performance on an international sample. This study examines the link between student and teacher reports of teachers’ formative assessment strategies (i.e. clarifying goals and monitoring progress, providing feedback, and instructional adjustments) and students’ reading achievement, based on data from 151,969 fifteen-year-olds in 5,225 schools in 19 countries/regions in PISA 2018 via multilevel analysis of plausible values. The results show that clarifying goals and monitoring progress, and instruction adjustments are positively linked to reading achievement, but providing feedback alone has no significant impact. These findings highlight the complexity of formative assessment as a multifaceted concept and the different impacts of formative assessment strategies on student learning. Implications for researchers and practitioners are discussed.  相似文献   

17.
Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students’ feedback literacy: appreciating feedback; making judgments; managing affect; and taking action. Two well-established learning activities, peer feedback and analysing exemplars, are discussed to illustrate how this framework can be operationalized. Some ways in which these two enabling activities can be re-focused more explicitly towards developing students’ feedback literacy are elaborated. Teachers are identified as playing important facilitating roles in promoting student feedback literacy through curriculum design, guidance and coaching. The implications and conclusion summarise recommendations for teaching and set out an agenda for further research.  相似文献   

18.
Formative assessment is the process by which teachers provide information to students during the learning process to modify their understanding and self-regulation. An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between teacher and students aimed at improving the learning process, both individually and collectively. The purpose of this paper is to review the current state of affairs in depth. This paper therefore highlights, on the one hand, the lessons learned through research and development in higher education (i.e. providing clear learning goals and feedback, guiding learning, involving students in learning and assessment, promoting feedback as a process of dialogue, and making processes viable). On the other hand, these lessons also suggest some challenges and difficulties that must be addressed in the future in order to further improve formative and shared assessment in higher education. These include the need for more research on its effects, further conceptual clarification, the intersubjectivity of the process, recognition of the divergent processes and ethical principles, students’ involvement not only in assessment but also in determining academic grades, and broading learning goals and objetives in FA & SA.  相似文献   

19.
Meeting students’ expectations associated with the provision of feedback is a perennial challenge for tertiary education. Efforts to provide comprehensive, timely feedback within our own first year undergraduate public health courses have not always met students’ expectations. In response, we sought to develop peer feedback activities to support the development of ‘self-evaluative strategies’ that would acknowledge the centrality of students in the feedback process. We describe these activities, their staged development and the qualitative and quantitative data gathered from students and the teaching teams to evaluate this. Our first steps towards embedding peer feedback with first year students indicated they are willing to engage in the process and appreciated the opportunity to provide and receive feedback, but the quality and extent of the peer feedback was largely superficial. Students’ reflections on the feedback received were also shallow. Supporting students to develop self-evaluative skills cannot be achieved in the short term, but must be embedded in courses and consistently reinforced, with greater emphasis placed on the development of a dialogue around feedback that connects students with peers and educators.  相似文献   

20.
Dialogic use of exemplars is effective in developing student understanding of assessment standards. However, limited studies have investigated how exemplar dialogues are conducted in the post-secondary context. To fill the gap, this teacher-research explores the characteristics of peer and teacher–student exemplar talk in three post-secondary classrooms and the challenges in the dialogic process. The participants involved 69 first-year post-secondary students, a critical friend and a teacher-researcher. Data analysis on selected dialogue excerpts, an open-ended survey, focus group interviews with the students, critical friend’s commentary and a teacher-researcher reflective journal indicated two major issues: (i) students’ lack of capacities to resolve socio-cognitive conflict in the peer dialogue; (ii) the dilemma of addressing students’ immediate assessment needs and developing their long-term evaluative judgements in the teacher–student dialogue. Recommendations are made to tackle the challenges and to orchestrate productive exemplar dialogues.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号