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1.
Background: There is worldwide interest in improving the effectiveness of teachers and teaching. This paper considers two strands of that interest. It revisits the impact of using enhanced feedback from teachers to pupils as a way of improving attainment, and it looks at the feasibility of teachers using research evidence to create their own interventions. Current evidence on the causal impact of effective feedback on learning is unclear: many studies have mixed results, are small in scale, lack randomisation or are not conducted in real classroom conditions. Purpose: The aim of this paper is to describe the experience of schools as they engage with research evidence to support their own enquiry into the effectiveness of feedback in the classroom. Research design: This study took place over one academic year, involving nine treatment schools in one local authority. The study involved teachers themselves using research findings to create an intervention, which took, as its focus, enhanced feedback in the classroom. Test results from these schools were compared to the results in 5 participating comparator schools, to the 49 other schools in the borough and to all state-funded primary schools in England. Results: Although teachers showed that they could engage with research evidence, the study indicated that the process was complex in practice. In addition, the independent impact evaluation suggested that enhanced feedback in itself does not necessarily lead to improved pupil test performance. Discussion and conclusions: The paper considers some of the challenges faced by teachers as they attempted to use research evidence, and discusses implications for schools wishing to use research evidence in practice. The findings of the study suggest that it may be feasible for practitioners to use research evidence to inform their own practice. However, to do it well would require clearer guidance, professional development and modelling of any strategies suggested. These findings have implications for policy on teacher development, and for the research community to make research outputs more comprehensible and accessible to research users.  相似文献   

2.
The purpose of the study reported on was to investigate the current classroom practices of teachers. Using multistage sampling, 245 teachers were selected from primary and secondary schools in the Amhara Region and Addis Ababa City, Ethiopia. A survey design was used for the study. The major results obtained showed that problems were observed in implementing active teaching methods; applying a variety of assessment techniques; questioning skills; providing feedback; managing classroom behaviour; and establishing a positive classroom climate. The study results revealed that primary school teachers performed better than secondary school teachers and also female teachers performed better than male teachers in most teaching-learning activities; but there was no difference in terms of regions for most teaching-learning activities. Some of the recommendations are: training on active learning methods and assessment; providing feedback; student management; action research; and so on.  相似文献   

3.
Abstract

Peer review in the classroom can enhance numerous employability skills such as critical appraisal, writing skills, reflection practices and collaborative experiences. This study takes place over two years and discusses the implementation of a repeating blind peer review cycle across a single semester for final year chemistry students enrolled on a compulsory employability module. The feedback cycle promotes personal reflection through the use of mini-reflective questionnaires. The process was assessed by academic tutors at the resubmission stage and/or the peer feedback stage where the quality of peer feedback was directly assessed. The research investigates the quality of peer feedback, the importance of assessment and student perceptions of what is most useful. Methods include directed content analysis of feedback produced, student opinions and a focus group. Students were capable of offering useable feedback across a range of assessment criteria but tend to focus on the important criteria best aligned to the particular assignment. A range of motivational factors and tactics were noticed but students tended to find reviewing the most beneficial.  相似文献   

4.
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5.
ABSTRACT

Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices.  相似文献   

6.
Abstract

This study explores the effects of classroom feedback and evaluation structure on students’ attributional tendencies. It extends the application of attribution theory from its conventional use in the context of individual differences to the classroom level. A classroom model was developed describing the effects of feedback and evaluation practices on the distributional pattern of students’ attributional tendencies. The results of this study suggest that the feedback and the evaluation system in the classroom affect students’ causal explanations of their successes and failures in school. The results show’ that in classrooms where the feedback structure is rich, more specific, and individualized, the attributional tendencies of the low achievers are closer to those of the high achievers.  相似文献   

7.
Background: The growing interest among researchers concerning how to use assessment to enhance students’ learning as well as to improve instruction provided the impetus for this review of teachers’ assessment activities related to homework.Purpose and method: The purpose was to bring together and critically examine the evidence in a way that illuminates research findings firstly on homework related to formative assessment, and secondly to relate research findings on homework to teachers’ classroom work to formative assessment, and finally to complement existing international research by examining findings from Sweden. International peer-reviewed articles as well as doctoral theses, reviewed anthologies, encyclopaedias, international reports, and handbooks were used.Findings and conclusions: Findings show a gap in the research field of homework, especially in relation to formative assessment. Various research findings point to the importance of exploring the quality of homework. Research on how to assign and assess homework must consider the problems and conflicts that homework causes students, parents and teachers. Research is also needed to illuminate issues related to conditions for equity in relation to homework and feedback.  相似文献   

8.
This study details an innovative approach to coordinating and enhancing multiple levels of assessment and discursive feedback around an existing multi‐media curricular environment called Astronomy Village®. As part of a broader design‐based research programme, the study analysed small group interactions in feedback activities across two design cycles. The goal of this analysis is to develop an understanding of the ways that a situative approach to assessment and practise supports learning. Findings demonstrate ways that student and teacher engagement in collaborative activities support and constrain meaningful understanding, which we consider in terms of a trajectory of participation in and across conversations and written assessments, as well as individual learning gains on formal classroom examinations and standards‐oriented external tests. Analyses of complementary formulations of domain concepts—discourse practises and assessment performance—suggest that participation in social forms of scientific engagement supports both learning and subsequent performance in more formal contexts. We suggest design principles for integrating the formative functions of discursive feedback with the summative functions of traditional assessment, through participation in different forms of science discourse(s).  相似文献   

9.
Background: Research on peer assessment has noted ambiguity among students in using peer assessment for improving their work. Previous research has explained this in terms of deficits in the student feedback, or differences in student views of what counts as high-quality work.

Purpose: This study frames peer assessment as a social process in the science classroom. The aim is to explore peer assessment in science education as social practice in order to contribute to an understanding of the affordances and constraints of using peer assessment as a learning tool in science education.

Design and Method: The study was conducted in four lower secondary school classes, school years 8 and 9, in two different schools. An intervention study was designed focussing on the topic of experimental design. It involved the students in a process of peer assessment where they designed experiments individually, and then exchanged their designs, conducted each other’s experiments, provided feedback to each other and revised their original design after discussing the feedback in groups. Data were collected in the form of audio recordings of student discussions and written work.

Results: The results show that, although not all peer feedback resulted in revisions, peer feedback was useful to the students in group interaction when negotiating quality in their work.

Conclusions: To conclude, the potential for using peer assessment in science education should not only be evaluated through the students’ revisions but also in terms of in what ways the feedback constitutes interactional resources for defining quality in student work.  相似文献   


10.
Abstract

This paper describes research which examined the reliability and validity of scale of alienation in the classroom. A Q sort of items reflecting alienation provided a preliminary means of determining face validity. Study 1 examined the factor structure of the items and revealed five factors which roughly reflect Seeman’s (13) variants of the concept of alienation. The test-re test reliability of the five factors was examined in Study 2. Study 3 examined changes in alienation in a large classroom setting and the correlates of classroom activities that accompanied these changes. The studies validated the measurement of alienation and demonstrated a means of conducting research on the contributions of classroom activities to the experience of alienation.  相似文献   

11.
Abstract

Research on effective schooling has led to conclusions regarding classroom practices. This research has implications for special educators, who need to become familiar with it. The implications which are discussed in this article are related to the need for planning, high expectations of student performance, monitoring student progress and providing feedback, establishing classrom routines, grouping, academic learning time, personal relationships and the use of incentives and rewards. These conclusions regarding effective teaching can be used diagnostically by teachers to evaluate and improve their own performance in the classroom. In this article some conclusions based on a review of effective teaching research will be outlined and implications for the special education classroom will be discussed.  相似文献   

12.
Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.  相似文献   

13.

A qualitative methodology, grounded theory, was used to examine the thoughts and emotions of teachers who delivered test feedback to students. The goal of this study was to develop a conceptual model of test-feedback processes that was grounded in observational and interview data. Seven college teachers were interviewed and observed as they planned and conducted testfeedback sessions. During the test-feedback sessions, these teachers experienced a variety of negative emotions when they encountered challenges from students in the classroom. Strategies developed by these teachers reflected their attempts to organize test feedback in ways that were consistent with their goals and beliefs, but that also limited their negative emotions and stress during the feedback session. These findings are discussed in terms of their contribution to existing research on teachers' interactive thought and emotion and on the ways that teachers cope with stress in the classroom.  相似文献   

14.
Abstract

The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of understanding and using performance information is a larger conceptual leap for some students than others. In this paper, we consider issues surrounding the transition to new modes of feedback, focussing on what is needed for those who find study difficult and persistently are disappointed by their levels of attainment, to benefit from and take advantage of our feedback pedagogies. We examine literature advocating strategies such as increasing agency, using praise, developing feedback literacy and cultivating a growth mind-set. We argue that students who underachieve may benefit from strong relationships with educators and peers, exposure to feedback rich, low stakes environments, which permit repeated integrations of practice and feedback, and building feedback literacy through peer assessment activities.  相似文献   

15.
Background: The use of 1:1 and Bring Your Own Device strategies in schools is in its infancy and little is known about how mobile devices such as tablets are being used to support educational practice.

Purpose: In this article, two suburban primary schools in Sydney, Australia were focused on with an aim to understand how mobile device strategies were developed and implemented and how the devices were being used in the schools.

Design and method: This qualitative study uses a case study method. It draws upon questionnaires, interviews and classroom observations, and builds upon previous research in English and Australian schools.

Findings: Results of the research indicate that the devices have only recently been incorporated into the school and suggest that their usage has been generally embraced by both school staff and parents. Key issues highlighted by these two schools included the importance of the school’s vision and uncertainty about the differences between models of provision. Participant responses also referenced some positive impacts on classroom practice, which amplify constructivist pedagogy: there were examples of device use extending student learning by supporting peer assessment, collaboration, research skills and projects.  相似文献   

16.
ABSTRACT

This study investigates the role of automated scoring and feedback in supporting students’ construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students’ written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students’ revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.  相似文献   

17.
Abstract

Positive student attitude towards peer assessment can be demonstrated through high-quality peer assessment activities. Research findings on students’ attitudes before and after such activities were mixed. This study was conducted using a mixed-methods approach to investigate the underlying factors influencing students’ attitude change. Participants were students enrolled in an online graduate-level assessment course in the college of education in a university in the southeast United States in the fall of 2017 (N?=?31). Surveys and interviews were used to collect quantitative and qualitative data separately, both of which indicated that perceived accurate and specific feedback tended to help students shift to more positive attitudes towards online peer assessment. In addition, final task score improvement after the activity was correlated with positive attitude change. Qualitative results also identified other factors, such as communication with the peers’ work and logistic concerns. The current study offers insights for researchers and instructors to promote positive attitude changes in online peer assessment activities.  相似文献   

18.
ABSTRACT

The aim of this article is to show the result of research into the situation of the integration of visually impaired children in Seville (Spain). This work refers to both classroom and peripatetic teachers’ perspectives. We have worked with four peripatetic teachers and nine classroom teachers from Seville. We have used qualitative methodological procedures for data collection and analysis. The results indicate that classroom organization is the most important problem in integration, and within this problem the relationship between classroom and peripatetic teachers becomes a fundamental issue.  相似文献   

19.
Abstract

Examining how teachers structure the activities in a unit and how they facilitate classroom discussion is important to understand how innovative technology-rich curricula work in the context of classroom instruction. This study compared 2 enactments of an inquiry curriculum, then examined students' learning outcomes in classes taught by 2 teachers. The quantitative data show that there were significant differences in the learning outcomes of students in classes of the 2 teachers. This study then examined classroom enactments by the 2 teachers to understand the differences in the learning outcomes. This research specifically focused on how teacher-led discussions (a) helped connect the activities within a curriculum unit and (b) enabled deeper conceptual understanding by helping students make connections between science concepts and principles. This study examined the role that teacher facilitation played in helping students focus on the relations between the various activities in the unit and the concepts that they were learning. The results point to important differences in the 2 enactments, helping to understand better what strategies might enable a deeper conceptual understanding of the science content.  相似文献   

20.
ABSTRACT

Flipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement.  相似文献   

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