设计反馈活动,帮助成绩差的学生

IF 3.8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ole Eggers Bjælde, David Boud, Annika Büchert Lindberg
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引用次数: 0

摘要

许多学生在理解反馈信息以及将其应用和转移到新的环境中遇到困难。研究文献表明,表现不佳的学生尤其有风险,因为他们往往不理解评估标准,也不能利用他们收到的信息。本文通过调查旨在支持反馈对学生进步的影响的评估过程来解决这一问题。它侧重于对大学本科课程的实证研究,在该课程中,学生在应用收到的初稿反馈信息后重新提交作业。这样的设计通过让学生直接参与反馈意见和评估标准,帮助教育工作者从反馈过程中加强学生的进步。来自设计的数据可以比较表现差的学生和表现好的学生之间的进步,并表明虽然所有学生都有所进步,但表现差的学生和同龄人之间的差距缩小了。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing feedback activities to help low-performing students
Many students struggle with making sense of feedback information and in applying and transferring it to new contexts. Research literature suggests that low-performing students are especially at risk because they often do not understand assessment criteria and cannot utilise information they receive. This paper addresses this problem through investigating assessment processes which aim to support the influence of feedback on student improvement. It focusses on an empirical study of an undergraduate course at university level in which students resubmit assignments after having applied feedback information received on initial drafts. Such designs help educators to strengthen student improvement from feedback processes by engaging students directly with feedback comments and assessment criteria. Data from the designs enable comparison of improvements between low-performing versus high-performing students and shows that while all students improved, the gap between low-performers and their peers narrowed.
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来源期刊
Active Learning in Higher Education
Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
13.20
自引率
12.00%
发文量
31
期刊介绍: Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.
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