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1.
《师资教育杂志》2012,38(2):193-208
Research suggests that feedback is an essential element in learning. This study focuses on feedback that teachers provide in reciprocal peer groups to improve their performance in the classroom. The Teacher Feedback Observation Scheme (TFOS) was developed to identify feedback patterns, which approaches feedback as a multidimensional process. The TFOS helps acquire insights into the effectiveness of feedback, and provides information regarding the situations in which possible interventions can be undertaken if feedback is declining and becoming ineffective. This may especially be necessary when the communication of feedback is mediated by information and communications technology (ICT). The TFOS was piloted using videotaped sessions of three face-to-face groups, as well as one virtual group, using discussion wikis. All four groups of teachers used the Video Intervision Peer-coaching (VIP) procedure. The findings reveal that feedback in the virtual group was less effective than it was in the face-to-face groups. In addition, ineffective feedback patterns in the face-to-face groups transitioned into more effective feedback patterns. The TFOS appears to be adept at identifying feedback patterns in peer groups. 相似文献
2.
书面表达反馈是书面表达教学中的一个重要组成部分。书面表达中的反馈形式有学生间的互批反馈,教师的抽样批改、面批、针对某一点的总结反馈等。反馈的渠道有教师对学生、学生与学生、学生自我修正等。有效反馈要注意适时、得体,反馈要有启发性、针对性。教师对各种反馈形式的效果要进行评价、总结,使之真实有用,促进英语书面表达教学。 相似文献
3.
It is generally accepted that Assessment for Learning (AfL) strategies are effective in teaching and learning. Approaches within this framework include the use of formative feedback, self and peer assessment and setting and discussion of learning intentions (LIs) and success criteria (SC). There has been a great deal of research into AfL strategies, but perhaps less into the way that the use of LIs and SC are actually perceived by teachers and their pupils. The purpose of the research described in this paper was to investigate teachers’ and pupils’ perceptions of AfL strategies, focusing specifically on LIs and SC within lessons. Findings showed that while both cohorts agreed on the usefulness of LIs and SC, in practice they were rarely discussed in class. Teachers displayed a variety of understandings regarding their purpose, and some learners, while appreciating their value for revision purposes, also expressed frustration at the tokenistic way in which they were implemented. The results of this study could be helpful in informing the wider education community about how LIs and SC are viewed by teachers and learners with a view to ensure understandings are consistent with research and policy through focused professional development courses. 相似文献
4.
大学英语写作教学中的纠错反馈研究 总被引：1，自引：0，他引：1
欧敏鸿 《大学.研究与评价》2009,(Z1)
文章讨论了大学英语写作教学中有关纠错反馈的理论基础——输入输出假说以及纠错反馈的研究进展。认为教师应重视自己在纠错反馈中的角色,教师应知道纠正什么、何时纠错和如何纠错;还应重视学生在纠错反馈中的角色,了解学生的喜好和愿望,重视和引导学生进行自我纠正和同辈反馈。 相似文献
5.
This study examined college instructors’ utilization and perceived value of sources of instructional feedback (institutional student ratings, consultation with an instructional specialist, soliciting feedback from students, self-assessment, self-observation, peer/administrator observation, and peer coaching). We examined relationships between the utilization of each source of feedback with job satisfaction and psychological needs satisfaction. We solicited instructors (N?=?126) via email. Results revealed self-assessment was the most utilized source of instructional feedback, and instructor-solicited feedback from students was perceived as the most useful. Job satisfaction was significantly correlated with basic psychological needs. We discuss qualitative findings, implications, and suggestions for future research. 相似文献
6.
同伴反馈是过程教学法的关键环节之一。大量研究和教学实践已经证明了同伴反馈在英语写作教学中的有效性,但同时发现同伴反馈在实施过程中也存在不少问题。本文阐述了同伴反馈的意义,概述了同伴反馈在实施中可能出现的问题,并针对这些问题提出了几点建议措施。 相似文献
7.
本研究旨在探讨同伴互评在翻译教学中的应用效果。研究对象是20 名英语专业高年级的学生。研究者首先对受试进行一定的培训,随后收集同伴互评的相关数据,此后随机挑选6名 学生进行访谈。结果表明：同伴互评行之有效;同伴评论的利用率很高;修改后的译文质量有显著提高;翻译的方向对同伴互评的效果无明显影响;学习者对互评机制持积极态度。将同伴互评应用到翻译教学中来,有利于培养学习者的自主 学习与合作学习的能力,强化校改意识并提高翻译质量,以及促成我国的翻译教学向以过程为取向过渡。 相似文献
8.
如何提高学生的英语写作水平是困扰广大师生的一个难题。近年来,在大学英语写作教学的课堂上采用同伴反馈进行教学的模式得到广泛的支持,但仍有许多的教研人员和学生对它持怀疑态度。本文通过讲述在英语教学中采用同伴反馈的原因,及其存在的潜在问题,阐明了只要在活动之前做好充分的准备,就能将同伴反馈活动中存在的问题降到最低限度,它的益处也就能得到充分的发挥。 相似文献
9.
Cheryl Wei-yu Chen 《Asia Pacific Education Review》2010,11(2):151-158
This study reported how ten Taiwanese Master’s students perceived their experiences of receiving feedback given by their peers
and writing consultants to revise a shortened version of their thesis proposals. Collected over the course of one semester,
data included students’ writing portfolios and interviews with them. Analysis of the data revealed three major themes: (1)
The participants felt quite positive about providing and receiving peer feedback, although they seemed cautious toward language-related
peer comments; (2) they generally had positive experience with the writing consultants, although the perceived usefulness
of the consultants’ feedback varied with individual consultants and (3) the two types of comments served different functions
for students, and questions arose from the peer editing process could serve as prompts for writing consultation sessions.
Possible future research directions as well as pedagogical implication are outlined to conclude the paper. 相似文献
10.
Birna María Svanbjörnsdóttir Allyson Macdonald Gudmundur Heidar Frímannsson 《Scandinavian Journal of Educational Research》2016,60(1):90-109
The focus of the action research reported here is on how leaders and teachers used teamwork in developing a professional learning community in a new compulsory school in Iceland. Collaboration is a critical issue in schools as it can improve practice that supports student achievement. Results from the TALIS 2008 study show that Icelandic teachers are below international averages regarding joint teaching and supporting each other. Findings from this action research study showed signs of an emerging collaborative structure among some teams but also a lack of feedback among peers. Teachers expressed difficulty in putting into practice their growing sense of professionalism. The research findings suggest that peer coaching should be supported to encourage staff to engage in critical reflection and transforming practice. 相似文献
11.
AbstractStudents’ dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students’ emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer assessment by analysing students’ appeal letters addressed to their tutors, reflective posts in the online discussion forum and responses to a survey. A thematic analysis of data indicated three main aspects of students’ (dis)satisfaction: content, scores and process of peer assessment. The most negative emotion that students expressed was related to ‘disrespectful’ behaviour and attitudes of peer reviewers, whereas the feeling of appreciation was triggered by the helpful feedback attributes which were perceived as reflecting reviewers’ respect to others’ works. Students generally held mixed feelings toward peer assessment, valuing learning in the process of providing and receiving feedback but showing resistance to using peer assessment for summative purposes. The findings highlight the significance of respect in peer assessment and argue that the perceived lack of mutual respect seems to underpin the nature of students’ dissatisfaction. This study carries implications for nurturing students’ respectful attitudes and behaviour in and through peer assessment. 相似文献
12.
Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General Feedback or Elaborated Specific Feedback by a fictional peer. Students rated their perceptions as if they had received the feedback themselves. Confirmatory Factor Analysis (CFA) supports the structural validity of the FPQ and its invariance for the two types of peer feedback, gender, four grade-levels and two tracks. Perceived fairness of peer feedback was a strong positive predictor of willingness to improve and affect, whereas perceived usefulness and acceptance of peer feedback showed a more complex pattern in predicting willingness to improve and affect. 相似文献
13.
Perceptions of first‐year medical students towards learning anatomy using cadaveric specimens through peer teaching 
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下载免费PDF全文 Andee Agius Neville Calleja Christian Camenzuli Roberta Sultana Richard Pullicino Christian Zammit Jean Calleja Agius Cristoforo Pomara 《Anatomical sciences education》2018,11(4):346-357
14.
Despite the longstanding recognition of the power of feedback to enhance student learning outcomes, its potential is often not realised in classroom practice. Recent research highlights the need for a student-centred perspective to enable effective feedback practices that foster student self-regulation. Based on an identified gap in the literature, a new empirically-informed student-centred feedback model (SCFM) was designed. This study, contextualised in English writing, investigated to what extent a professional learning intervention using the SCFM was perceived as effective in promoting student-centred classroom feedback practices. Focus group interview data from 49 teachers and 30 school leaders across 13 Australian primary schools were thematically analysed. Results suggest the intervention caused shifts in thinking, feedback practices, and student self-regulation, which participants perceived had enhanced student learning outcomes. This study provides initial empirical evidence regarding (1) the effectiveness of the SCFM, and (2) the professional learning intervention characteristics required to realise effective feedback practices. 相似文献
15.
Martha N. Ovando 《Journal of Personnel Evaluation in Education》2005,18(3):171-183
The aim of this action research study was to enhance the instructional leadership capacity of aspiring school leaders, through a practical learning experience. The participants observed classes, collected classroom-based data, prepared and delivered written constructive feedback to teachers. Findings suggest that aspiring school leaders need to develop a knowledge foundation related to quality instruction, teachers respond in a positive way and appreciate the feedback offered, constructive feedback has potential to guide teachers’ professional development, aspiring instructional leaders must be professional as they deliver feedback, and schools need to set up system for the effective delivery of constructive feedback to teachers so that teaching and learning excellence can be achieved. 相似文献
16.
Monique A. Dijks Leonie Brummer Danny Kostons 《Assessment & Evaluation in Higher Education》2018,43(8):1258-1271
Peer feedback often has positive effects on student learning processes and outcomes. However, students may not always be honest when giving and receiving peer feedback as they are likely to be biased due to peer relations, peer characteristics and personal preferences. To alleviate these biases, anonymous peer feedback was investigated in the current research. Research suggests that the expertise of the reviewer influences the perceived usefulness of the feedback. Therefore, this research investigated the relationship between expertise and the perceptions of peer feedback in a writing assignment of 41 students in higher education with a multilevel analysis. The results show that students perceive peer feedback as more adequate when knowing the reviewer perceives him/herself to have a high level of expertise. Furthermore, the results suggest that students who received feedback from a peer who perceives their expertise as closer to the reviewee’s own perceived expertise was more willing to improve his or her own assignment. 相似文献
17.
陈素琴 《成都教育学院学报》2008,22(10):62-64
网络技术的发展为外语写作教学提供了前所未有的机会,网络环境下在线评价反馈模式成为一种新型的写作反馈模式。文章探讨了基于QQ网络平台的群聊在大学英语写作在线同伴反馈中的作用,QQ群聊相对于其他在线交流方式有着明显的优势,且可操作性强。学生间或师生间可以进行实时和非实时的反馈交流。研究结果发现,QQ群聊的在线同伴反馈解决了面对面同伴反馈中存在的学生分组、焦虑、反馈时只注重语言形式等问题,有助于提高学生英语写作的兴趣和写作能力。 相似文献
18.
本研究通过对实验对象相关数据的对比分析,研究大学英语写作中,教师反馈和同伴反馈对提高学员写作水平的作用.研究结果显示：（1）教师反馈对学员作文篇章结构的合理性和文章内容的充实性方面有明显的提高;（2）同伴反馈能够增强学员的读者意识和参与意识,提高学员的语言表达能力和写作兴趣. 相似文献
19.
王莹 《涪陵师范学院学报》2011,27(1)
网络的发展,给高校政治理论课的教学带来很大影响,如何适应日新月异的网络环境,已经成为高校政治理论课教学着重研究的重要课题。本文主要探讨了网络环境给大学生的思想状况、学习方式、政治理论课教师的角色定位、政治理论课教改的途径选择带来的影响。 相似文献
20.
Jay C. Percell 《Clearing house (Menasha, Wis.)》2017,90(4):111-115
One critically important step in the instructional process is providing feedback to students, and yet, providing timely and thorough feedback is often lacking due attention. Reasons for this oversight could range from several factors including increased class sizes, vast content coverage requirements, extracurricular responsibilities, and the generally hectic daily schedules of teachers. This article synthesizes the findings from a year-long qualitative study investigating the alternative grading practices of five high school teachers and gives particular attention to the nature of the feedback these teachers provided to their students. Teachers' feedback is pared down to its essential qualities in order to offer manageable and practical strategies to current classroom teachers for providing effective feedback to their students. 相似文献