So how do Renbrook Lower School 老师s capitalize on the feedback teaching approach? First, by digging deeper into the actual meaning and purpose of feedback. 例如, because some mistake advice or evaluation as feedback, we clarified the meaning by choosing Grant Wiggin’s definition- the giving of information about a performance in relation to a specific goal to define feedback across grades one through four. Then we discussed and reaffirmed our beliefs related to feedback vs. 分级. 教育研究人员, 罗伯特·马沙诺, 最好的解释, “Effective feedback provides students with an explanation of what they are doing correctly and what steps they must take to continue to make progress.” Research has shown that evaluative feedback in the form of grades and non-specific statements like “nice work” or “not clear” has little effect on learning and can negatively impact students’ motivation and love of learning (Chamberlin et al., 2018; Ibrahim et al., 2021; Koenka et al., 2021). 

 

在行动, effective feedback looks like this: regular one-on-one student 老师 conferences, the use of single point rubrics, the critiquing of only one skill at a time, 定期检查. The language sounds like this: “You may want to include more information about the character’s cat such as their name and how they move to help your reader create a mind picture and better understand the problem.” “You might find it easier to read aloud if you add punctuation.” “Is there a tool that would work to solve this math problem?” “I noticed you’ve drawn a number bond like we learned this week in class, and you also wrote an equation that matches your number bond. That’s what good mathematicians do! I want you to continue this great work.” “I see that you included several causes of the Civil War in your PowerPoint, however one of the causes you listed can't be a cause because it occurred after the start of the war. You should review the timing/dates of the causes you listed to sort this out.”  

 

最终, the goal is to give our students feedback while they are learning, 发展中, 和练习. Not after a summative assessment. The 正在进行的 nature of feedback, when focused on specific goals, what students are doing correctly, and what steps they must take to continue to make progress, cultivates growth and true engagement with learning. “Confidence comes through building capability, and capability comes through repetition.——安吉拉·沃森 

 

 

Chamberlin K.， Yasué， M., & 蒋介石,我.-C. A. (2018). The impact of grades on student motivation. Active Learning in Higher Education. http://doi.org/10.1177/1469787418819728  

 

海蒂,J. (2011). Visible learning for 老师s. 劳特利奇. 

 

Ibrahim MS, Yusof MSB, Abdul Rahim AF. Why assessment which carries no grades and marks is the key for the future of education? Education in Medicine Journal. 2021;13(2):91–95. http://doi.org/10.21315 / eimj2021.13.2.8 

 

Koenka,.， Linnenbrink-Garcia, L.，莫桑茨，H.阿特金森，K.桑切斯，C., & 库珀H.  (2021) A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback, Educational Psychology, 41(7), 922 - 947, DOI: 10.1080/01443410.2019.1659939