If K‐12 students are to be fully integrated as active participants in their own learning, understanding how they interpret formative assessment feedback is needed. The objective of this article is to advance three claims about why teachers and assessment scholars/specialists may have little understanding of students’ interpretation of formative assessment feedback. The three claims are as follows. First, there is little systematic research of K‐12 students’ interpretations of feedback. Systematic research requires gathering substantive evidence of students’ cognitive and emotional processes using psychological methods and tools. Second, there is an overemphasis on the external assessment process at the expense of uncovering learners’ internal reasoning and emotional processes. This overemphasis may be due to vestiges of behavioral approaches and lack of training in social cognitive methods. Third, there are psychological tools such as the clinical interview, pioneered by Piaget and used by psychologists to “enter the child's mind,” which may be helpful in uncovering students’ interpretation of feedback and associated behavioral responses. If the purpose of formative assessment is to change student learning, and feedback is delivered as a conduit to help with this long‐term change, understanding students’ interpretation of feedback plays a central role in the validity of the process.

中文翻译：

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学生对形成性评估反馈的解释：为什么我们对如此重要的事情知之甚少的三点主张

如果要让K-12学生完全融入自己的学习中，那么需要了解他们如何解释形成性评估反馈。本文的目的是提出三个主张，说明为什么教师和评估学者/专家可能对学生对形成性评估反馈的解释知之甚少。这三个要求如下。首先，很少有系统研究K-12学生对反馈的解释。系统研究要求使用心理学方法和工具来收集学生认知和情感过程的实质性证据。其次，过分强调外部评估过程，却以发现学习者的内部推理和情感过程为代价。这种过分强调可能是由于行为方式的遗留以及缺乏社会认知方法方面的培训所致。第三，有一些心理学工具，例如由皮亚杰（Piaget）开创并被心理学家用来“输入孩子的思想”的临床访谈，这可能有助于揭示学生对反馈和相关行为反应的解释。如果形成性评估的目的是改变学生的学习，并且反馈作为帮助长期变化的渠道提供，则理解学生对反馈的解释在过程有效性中起着核心作用。”，这可能有助于发现学生对反馈和相关行为反应的解释。如果形成性评估的目的是改变学生的学习，并且反馈作为帮助长期变化的渠道提供，则理解学生对反馈的解释在过程有效性中起着核心作用。”可能有助于发现学生对反馈和相关行为反应的解释。如果形成性评估的目的是改变学生的学习，并且反馈作为帮助长期变化的渠道提供，则理解学生对反馈的解释在过程有效性中起着核心作用。