Feedback and Teaching 反饋和教學

我們從反饋中學習。事實上，這是我們學習的主要方式。

通常這來自「犯錯」與「錯誤」，看到我們的努力怎麼快速失敗，或者是欠缺考量，然後修改後再次嚐試。

但是從反饋學習並不容易。特別是在學校。

Students need to receive feedback first, then interpret and reflect on what it means and most importantly, figure out what to do with it.

學生需要先接受反饋，那麼解釋和這意味著什麼，最重要的反思，找出什麼用它做。

This is complicated by the fact that every morning we greet a wonderfully diverse array of learners who often view the same feedback in surprisingly different ways.

這是由每天早上我們迎來學生誰經常查看令人驚訝的不同方式相同的反饋的奇妙多樣化的事實複雜化。

It's a given that our students don't learn everything we teach them.

這是我們的學生不學習我們教給他們的一切是理所當然的。

This is why feedback provided through assessments is one of the most important elements of effective teaching.

這就是為什麼通過評估，提供反饋是有效教學的最重要因素之一。

However, in the world of education, probably nothing is more fraught with anxiety than assessment.

然而，在教育世界，大概沒有什麼是焦慮比考核更加充滿。

From the Common Core to the APs, we worry about how high stakes testing affects our students.

從共同核心到接入點，我們擔心高風險的測試如何影響我們的學生。

Fortunately, this is not the sort of assessment we'll be talking about here.

幸運的是，這是不是那種評估，我們將談論在這裡。

Instead, we will be talking about formative assessment and what that means for student learning.

相反，我們將討論形成性評價和這意味著什麼為學生的學習。

By formative assessment we mean gathering information about student performance that we use to move their learning forward and improve our teaching.

通過形成性評價，我們的意思是收集有關我們使用移動他們的學習著，提高我們的教學學生成績信息。

The evidence supporting classroom formative assessment as one of the most powerful enhancers of student learning is some of the strongest in educational research.

有證據支持的課堂形成性評價作為學生學習的最有力的增強之一是一些在教育研究中最強的。

It works and it's very powerful.

它的工作原理和它的功能非常強大。

That said, it's not always easy to practice.

這就是說，它並不總是很容易練。

So let's go over the central principles of effective formative assessment.

因此，讓我們去了有效的形成性評價的核心原則。

We can't do complete justice here to this complex and challenging aspect of effective teaching.

我們不能在這裡做完整的正義有效教學的這種複雜和具有挑戰性的方面。

For those interested in both the theory and practical implications of formative assessment, we encourage you to become familiar with the work of Dylan William and Jan Chappuis and others.

對於那些有興趣的理論和形成性評價的實際影響，我們建議您熟悉迪倫威廉和Jan Chappuis和其他人的工作。

Effective formative assessment revolves around three basic questions.

有效的形成性評價圍繞三個基本問題。

What is it you want your students to learn? Where are they now? How do you move their learning forward? In other words, how do we close the gap between desired learning goals and students' current understanding? In practice, it's much more complicated to answer these questions for our students.

這是什麼你希望你的學生學習？他們現在在哪裡？你怎麼把他們的學習著？換句話說，我們如何關閉所需的學習目標和學生目前的理解之間的差距？在實踐中，它的複雜得多回答這些問題為我們的學生。

The first move is to be clear about what it is we want students to know and be able to do with what they know.

第一招是要清楚它是什麼，我們希望學生了解並能夠與他們知道該怎麼做。

In addition, it's important to consider within our array of intended learning goals, the following question.

此外，我們預期的學習目標，以下問題陣列中的考慮是非常重要的。

What do we prioritize as the most important learning outcomes we want our students to possess enduringly? In other words, what skills and knowledge do we want to transfer beyond the short term? What do we want our students to walk across the stage possessing? As we've emphasized in this course, creating durable and lasting memories requires special learning and teaching conditions.

什麼是我們優先考慮，因為我們希望我們的學生擁有持久的最重要的學習成果？換句話說，我們想要的技能和知識轉移短期之外？什麼是我們希望我們的學生擁有整個舞台走？正如我們在這個過程中所強調的，創造耐用持久的記憶需要特殊的學習和教學條件。

It's important that as our priority learning goals are determined, they're shared with students along with the criteria for exemplary work and how we will know when they've been met.

重要的是，作為我們的重點學習目標確定後，他們與與示範工作，以及如何時，他們已經得到了滿足，我們就知道了標準的學生一起分享。

We need to involve students in understanding where we're heading in a learning way.

我們需要給學生理解，我們在學習方式正朝著涉及。

A clear destination with purpose can be a compelling motivator.

有目的的明確目標可以是一個引人注目的動力。

Providing examples and models of weak and strong work can be helpful in conveying to students clear and understandable learning goals.

提供了弱和強工作的例子和模型可以傳達給學生清晰易懂的學習目標是有幫助的。

This is important because students need to begin to develop an understanding of what quality work looks like so they can internalize standards for good work.

因為學生需要開始制定什麼質量工作的樣子，使他們能夠內化的良好的工作標準的理解這一點很重要。

For teachers, being clear about priority learning outcomes provides us with the evidence we need to collect for our next step.

對教師而言，是明確重點學習成果為我們提供了我們需要收集為我們下一步的證據。

Where are my students now? There are a myriad ways to figure out what students currently know and can do.

哪裡是我的學生呢？有無數的方法來找出目前學生了解和能做到的。

這並不意味著它很容易。

It would be nice if we could pry open our students' heads and look inside.

這將是很好，如果我們能撬開學生的頭，看看裡面。

Since we can't do that, you'll need to figure out in ways that make sense for your students and school situation.

既然我們無法做到這一點，你需要的方式，為學生和學校的情況意義搞清楚。

This will always be a challenge since truly figuring out what our students know is a virtually impossible task.

這將永遠是一個挑戰，因為真正搞清楚什麼我們的學生知道的是一個幾乎不可能完成的任務。

That said, we'll offer a few suggestions.

這就是說，我們會提供一些建議。

First, provide descriptive feedback to students that helps them answer questions like what are my strengths and what am I doing well? How does my work compare to our success criteria? What am I doing not so well and why? What are the most important things I need to work on? Comments need to be clear, tangible, and user friendly in terms of language that the students can readily understand.

首先，提供描述反饋給學生，幫助他們回答的問題，如什麼是我的長處和我在做什麼呢？怎麼我的工作比我們成功的標準是什麼？我在做什麼不是那麼好，為什麼？什麼是我需要努力的最重要的事情？註釋必須清楚，有形的和用戶友好的語言，學生可以很容易理解的條款。

Students need to clearly see the gap between where they are and where they need to be.

學生需要清楚地看到他們在哪裡，在哪裡他們需要之間的差距。

Refer them to the criteria or verbix you have developed.

他們指的是標準或verbix你開發。

Best when done with them so that your comments are goal referenced.

當他們這樣做，你的意見是目標引用最好的。

It's also important for them to be able to prioritize.

同樣重要的是讓他們能夠區分。

We often provide students with too much feedback and they don't always know where to focus.

我們經常為學生提供太多的反饋，他們並不總是知道在哪裡集中。

Second, as Dylan Williams suggests, the best way to figure out what students know is by talking to them and engaging them in dialogue.

其次，迪倫·威廉姆斯建議，最好的辦法找出學生知道什麼是他們的談話，並在對話它們。

He and others provide a number of practical techniques for collecting evidence about what your students are able to do.

他和其他人提供了許多實用技術收集關於你的學生都能夠做到的證據。

Third, teach students to self and peer-assess.

第三，教會學生自我和同行評價。

We want our students to eventually be weaned from us in determining the quality of their work.

我們希望我們的學生最終被從我們確定他們的工作質量斷奶。

Over time, they should be able to ask and answer questions like those posed earlier about their strengths and weaknesses as well as what to work on next.

隨著時間的推移，他們應該能夠提出和回答喜歡那些關於他們的長處和弱點，以及下一步該工作較早提出的問題。

A good way for them to learn how to do this is to work with peers, providing each other feedback.

為他們學習如何做到這一點的一個好方法是與同行合作，相互提供反饋。

But be aware, kids need to be trained on how to do this well.

但要知道，孩子們需要就如何做好這方面的培訓。

Finally, and this is important, decouple grades or evaluative feedback from your descriptive feedback.

最後，這是非常重要的，去耦等級或評價反饋您的描述性的反饋。

Research shows, and your own teaching experience probably affirms, that as soon as we put a grade along with our comments, a large number of students will ignore our feedback as they react to the grade, good or bad.

研究表明，和自己的教學經驗可能肯定，認為只要我們把一個檔次與我們一起評論，大量的學生會忽略我們的反饋，因為他們要上檔次，是好是壞的反應。

This doesn't mean we don't provide feedback that lets them know the quality of their work.

這並不意味著我們不提供反饋，讓他們知道他們的工作質量。

We can still convey that in our narrative comments as we help them see their strengths and weaknesses as it relates to our success criteria.

我們仍然可以傳達我們的敘述評論，因為我們幫助他們看到自己的長處和短處，因為它涉及到我們成功的標準。

Nor does it mean they never get grades as a part of their feedback.

這也不意味著他們從來沒有拿到的成績作為他們的反饋的一部分。

This can be accomplished in a number of ways in conjunction with them or not.

這可以在許多的與他們或不結合的方式來實現。

But our strong encouragement is to not provide feedback in the form of descriptive comments and grades at the same time.

但是，我們大力鼓勵是在同時描述性註釋和檔次的形式不提供反饋。

Hopefully, when feedback is effective, our students can see the gap between where we would like them to be and where they currently are.

我們希望，當反饋是有效的，我們的學生能看到的，我們希望他們能夠和他們目前的差距。

The next move is to help them close the performance gap in a way that improves the quality of their work.

下一步的行動是幫助他們關閉在提高了工作質量的方法的性能差距。

We don't have the time here to go through a thorough discussion of all the ways to give students effective feedback, but we'll say a few key things.

我們不必在這裡經歷的一切，讓學生有效的反饋方式進行深入討論的時間，但我們會說一些關鍵的東西。

As we've discussed elsewhere, developing in students a growth mindset is important.

正如我們在其他地方討論，學生發展成長的心態是很重要的。

If they believe that their effective effort will be the most important factor in their enhanced achievement, then they'll be much more likely to pay attention to our feedback.

如果他們認為自己的有效的努力將是他們提高成績的最重要的因素，那麼他們將更有可能關注我們的反饋。

It's crucial, therefore, that we help them become more effective in their effort and hard work.

這是至關重要的，因此，我們可以幫助他們成為在他們的努力和辛勤的工作更加有效。

We mentioned earlier it's common to provide too much feedback to our students, which is a problem for two reasons.

前面我們提到這是常見的提供太多的反饋給我們的學生，這是有兩個原因的一個問題。

First, it can be overwhelming, especially for struggling students.

首先，它可以是壓倒性的，特別是對有困難的學生。

Second, voluminous comments can take a lot of teacher time, which is unfortunate if the feedback ends up not being very effective.

其次，大量的意見可以採取很多的老師時，如果反饋最終不是非常有效這是不幸的。

Instead, have students focus on their most important areas in need of revision and improvement.

相反，讓學生專注於自己的需要修訂和完善的最重要的領域。

Both to hopefully give them a sense of accomplishment but also to help them discern priorities.

既希望給他們一種成就感，也幫助他們辨別優先級。

In addition, over time, try and create a classroom culture where peer and self-assessment become an integral part of the way students receive feedback.

此外，隨著時間的推移，嘗試創建一個教室文化，讓同行和自我評估成為學生獲得反饋的方式的一個組成部分。

Our third suggestion is probably the most important one.

我們的第三個建議是可能是最重要的一個。

Unless students do something with the feedback they receive, and actually act upon it in some way to improve their learning, it is probably a waste of time.

除非學生做他們接受，實際上以某種方式來提高他們的學習就此採取行動反饋的東西，它可能是在浪費時間。

Dylan William goes so far as to say the only thing that matters about feedback is what the students do with it.

迪倫威廉走得更遠，他說，重要的關於反饋的唯一的事情就是學生們用它做什麼。

This leads to our final point which makes the last point possible.

這導致了我們的最後一點，這使得最後一點可能。

We need to allocate class and homework time for students to respond in some way to our feedback.

我們需要分配類和作業時間，讓學生以某種方式我們的反饋作出回應。

This means we need to make some hard choices and carve out time for our students to meaningfully apply the most important feedback they get in order to improve their learning.

這意味著我們需要做出一些艱難的選擇，並開拓出時間為我們的學生有意義申請他們為了改善他們的學習獲得的最重要的反饋。

And we need to hold them accountable for doing something with our feedback.

我們需要阻止他們做一些與我們的反饋負責。

We can't just carve the time.

我們不能只刻的時間。

Research shows, and our own teaching practices affirm, that the more our students receive ongoing feedback to improve their learning, the better their performance will be.

研究表明，和我們自己的教學實踐肯定，那該有多我們的學生獲得持續的反饋，從而提高他們的學習，更好的表現會。

This will almost assuredly reinforce their growth mindset and increase their sense of self-efficacy.

這將幾乎肯定強化他們的成長心態，提高他們的自我效能感。

If we do this in a way that's transparent and involves them in the self-assessment and self-adjustment of their work, their sense of competency and autonomy will also increase and likely increase their motivation for moving forward with their learning.

如果我們這樣做的方式是透明的，包括他們在自我評價和工作的自我調整，他們的能力和自主意識也將增加，並可能會增加他們的學習動機與學習前進。

An added bonus is that formative assessment done well also provides real time information about the impact of our teaching.

另外一個好處是，做得好也形成性評估提供了有關我們的教學帶來的影響實時信息。

It becomes a vital and informative link between our teaching and our students' learning.

它成為我們的教學和學生的學習之間的重要和信息的鏈接。

If you asked me, something all teachers should become really good at, I'd probably say it would be making the practice of formative assessment an integral part of day to day classroom culture.

如果你問我，有事教師要成為真正的好，我可能會說，這將使得形成性評價的做法日常課堂文化的一個組成部分。

它就是那麼重要。