当前位置: X-MOL 学术Assess. Educ. Princ. Policy Pract. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Marking classwork in primary science: written feedback practices in state schools in Buenos Aires, Argentina
Assessment in Education: Principles, Policy & Practice ( IF 2.516 ) Pub Date : 2020-02-20 , DOI: 10.1080/0969594x.2020.1729697
Inés Taylor 1 , Manuel Sánchez 1 , Mariana Luzuriaga 1 , María Eugenia Podestá 1 , Melina Furman 1, 2
Affiliation  

ABSTRACT

Individual written feedback in the form of teacher marking of student classwork is widely understood to benefit students, but remains under-researched. We analysed how 1736 student science activities within 82 seventh-grade classrooms from a representative sample of 57 primary schools in Buenos Aires, Argentina, were marked. Results indicated that while the percentage of activities that teachers marked was heterogeneous (average = 45%, SD. = 29), within marked activities a vast majority (85%) was identified as being low teacher guidance (i.e. as giving students a little indication of how to make progress in science learning). Marking was mainly focussed on spelling, punctuation and grammar, giving one-word or short expressive comments such as ‘Great’ or just ‘seen’ by the teacher (Tick and Flick). There were no recorded instances of students responding to teacher comments. Given its importance for learning, these results show the need to support teachers in providing high-guidance written feedback to their students.



中文翻译:

在初级科学中标记课堂作业:阿根廷布宜诺斯艾利斯公立学校的书面反馈做法

摘要

人们普遍认为,以教师对学生的课堂作业进行评分的形式提供书面反馈,可以使学生受益,但仍未进行充分的研究。我们分析了在阿根廷布宜诺斯艾利斯的57所小学的代表性样本中,如何标记82个七年级教室中1736个学生的科学活动。结果表明,虽然教师标记的活动百分比是异类的(平均值= 45%,标准差= 29),但在标记的活动中,绝大多数(85%)被确定为低老师指导(即,给学生一点指示如何在科学学习中取得进步)。标记主要集中在拼写,标点和语法上,给出一个单词或简短的表达性注释,例如“很棒”或仅由老师“见过”(Tick和Flick)。没有记录到学生回应老师评论的实例。鉴于其对学习的重要性,这些结果表明需要支持教师向学生提供高指导性的书面反馈。

更新日期:2020-02-20
down
wechat
bug