本系列英文內(nèi)容來(lái)自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻譯是自己練習(xí)，如有發(fā)現(xiàn)不妥請(qǐng)批評(píng)指正！
Feedback and Teaching
反饋和教學(xué)
We learn from feedback.
我們從反饋中學(xué)習(xí)。
In fact, it's the primary way we learn.
事實(shí)上，這是我們學(xué)習(xí)的主要方式。
Usually this comes from making mistakes and errors, seeing how our efforts have fallen short, or are misconstrued, then revising and trying again.
通常這是由于犯錯(cuò)誤和錯(cuò)誤，看到我們的努力如何失敗或被誤解，然后再修改和再試。
But learning from feedback is not always easy.
但從反饋中學(xué)習(xí)并不總是容易的。
Especially in schools.
特別是在學(xué)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(xué)生需要先收到反饋意見(jiàn)，然后解釋并思考它的意義，最重要的是弄清楚如何處理它。
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.
這很復(fù)雜，因?yàn)槲覀兠刻煸缟嫌右粋€(gè)奇妙多樣的學(xué)習(xí)者，他們經(jīng)常以驚人的不同方式看待同樣的反饋。
It's a given that our students don't learn everything we teach them.
這是一個(gè)給定的，我們的學(xué)生并不學(xué)習(xí)我們教他們的一切。
This is why feedback provided through assessments is one of the most important elements of effective teaching.
這就是為什么通過(guò)評(píng)估提供反饋是有效教學(xué)最重要的因素之一。
However, in the world of education, probably nothing is more fraught with anxiety than assessment.
然而，在教育領(lǐng)域，可能沒(méi)有比評(píng)估更令人擔(dān)憂的焦慮了。
From the Common Core to the APs, we worry about how high stakes testing affects our students.
從通用核心到受眾，我們擔(dān)心高風(fēng)險(xiǎn)測(cè)試會(huì)對(duì)學(xué)生產(chǎn)生多大影響。
Fortunately, this is not the sort of assessment we'll be talking about here.
幸運(yùn)的是，這不是我們?cè)诖擞懻摰哪欠N評(píng)估。
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(píng)估以及這對(duì)學(xué)生學(xué)習(xí)意味著什么。
By formative assessment we mean gathering information about student performance that we use to move their learning forward and improve our teaching.
通過(guò)形成性評(píng)估，我們的意思是收集關(guān)于學(xué)生表現(xiàn)的信息，用于推動(dòng)他們的學(xué)習(xí)并改進(jìn)我們的教學(xué)。
The evidence supporting classroom formative assessment as one of the most powerful enhancers of student learning is some of the strongest in educational research.
支持課堂形成性評(píng)估作為學(xué)生學(xué)習(xí)的最有力促進(jìn)者之一的證據(jù)是教育研究中最強(qiáng)有力的證據(jù)之一。
It works and it's very powerful.
它有效而且非常強(qiáng)大。
That said, it's not always easy to practice.
也就是說(shuō)，練習(xí)并不總是容易的。
So let's go over the central principles of effective formative assessment.
那么讓我們回顧有效形成性評(píng)估的核心原則。
We can't do complete justice here to this complex and challenging aspect of effective teaching.
我們不能完全公平，以達(dá)到有效教學(xué)的復(fù)雜和具有挑戰(zhàn)性的一面。
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(duì)于那些對(duì)形成性評(píng)估的理論和實(shí)際啟示都感興趣的人，我們鼓勵(lì)你熟悉Dylan William和Jan Chappuis等人的研究成果。
Effective formative assessment revolves around three basic questions.
有效的形成性評(píng)估圍繞三個(gè)基本問(wèn)題展開(kāi)。
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.
你想讓學(xué)生學(xué)習(xí)什么？他們現(xiàn)在在哪里？你如何推動(dòng)他們的學(xué)習(xí)？換句話說(shuō)，我們?nèi)绾慰s小理想的學(xué)習(xí)目標(biāo)和學(xué)生目前的理解之間的差距？在實(shí)踐中，為我們的學(xué)生回答這些問(wèn)題要復(fù)雜得多。
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.
第一步是明確我們希望學(xué)生知道什么，并能夠用他們所知道的來(lái)做什么。
In addition, it's important to consider within our array of intended learning goals, the following question.
另外，在我們的一系列預(yù)期學(xué)習(xí)目標(biāo)中考慮以下問(wèn)題是很重要的。
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.
我們優(yōu)先考慮什么是我們希望我們的學(xué)生持久擁有的最重要的學(xué)習(xí)成果？換句話說(shuō)，我們想要在短期內(nèi)轉(zhuǎn)移哪些技能和知識(shí)？我們希望我們的學(xué)生走過(guò)學(xué)習(xí)階段擁有什么？正如我們?cè)诒菊n程中強(qiáng)調(diào)的那樣，創(chuàng)造持久和持久的記憶需要特殊的學(xué)習(xí)和教學(xué)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，隨著我們的優(yōu)先學(xué)習(xí)目標(biāo)的確定，他們將與學(xué)生一起分享，并遵循示范工作的標(biāo)準(zhǔn)以及我們?nèi)绾沃浪麄兒螘r(shí)會(huì)見(jiàn)。
We need to involve students in understanding where we're heading in a learning way.
我們需要讓學(xué)生了解我們學(xué)習(xí)的方向。
A clear destination with purpose can be a compelling motivator.
目的明確的目的地可能是一個(gè)令人信服的動(dòng)力。
Providing examples and models of weak and strong work can be helpful in conveying to students clear and understandable learning goals.
提供弱的和有力的工作實(shí)例和模型比較可以有助于向?qū)W生傳達(dá)清晰易懂的學(xué)習(xí)目標(biāo)。
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.
這一點(diǎn)很重要，因?yàn)閷W(xué)生需要開(kāi)始了解質(zhì)量工作的內(nèi)容，以便他們能夠?qū)?biāo)準(zhǔn)內(nèi)化為良好的工作。
For teachers, being clear about priority learning outcomes provides us with the evidence we need to collect for our next step.
對(duì)于教師而言，明確優(yōu)先學(xué)習(xí)成果為我們提供了下一步需要收集的證據(jù)。
Where are my students now? There are a myriad ways to figure out what students currently know and can do.
我的學(xué)生現(xiàn)在在哪里？有很多方法可以找出學(xué)生目前所知道和可以做的事情。
That doesn't mean it's easy.
這并不意味著這很容易。
It would be nice if we could pry open our students' heads and look inside.
如果我們可以撬開(kāi)我們學(xué)生的頭腦并向里看，那將會(huì)很好。【有時(shí)候還真想看看呢】
Since we can't do that, you'll need to figure out in ways that make sense for your students and school situation.
由于我們無(wú)法做到這一點(diǎn)，您需要找出對(duì)您的學(xué)生和學(xué)校情況有意義的方式。
This will always be a challenge since truly figuring out what our students know is a virtually impossible task.
這永遠(yuǎn)是一個(gè)挑戰(zhàn)，因?yàn)檎嬲宄覀兊膶W(xué)生知道什么是一個(gè)幾乎不可能完成的任務(wù)。
That said, we'll offer a few suggestions.
這就是說(shuō)，我們會(huì)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，向?qū)W生提供描述性反饋，幫助他們回答問(wèn)題，例如我的優(yōu)勢(shì)是什么和我做什么做得很好？我的工作與我們的成功標(biāo)準(zhǔn)相比如何？我在做的什么不太好，為什么？什么是我需要處理的最重要的事情？評(píng)論需要清晰，明確，用戶友好，學(xué)生可以很容易理解的語(yǔ)言。
Students need to clearly see the gap between where they are and where they need to be.
學(xué)生需要清楚地看到他們?cè)谀睦锖退麄冃枰奈恢弥g的差距。
Refer them to the criteria or verbix you have developed.
引導(dǎo)他們到您建立或發(fā)行的標(biāo)準(zhǔn)。
Best when done with them so that your comments are goal referenced.
最好的時(shí)候完成他們，以便您的意見(jiàn)是目標(biāo)引用。
It's also important for them to be able to prioritize.
讓他們能夠優(yōu)先考慮也很重要。
We often provide students with too much feedback and they don't always know where to focus.
我們經(jīng)常為學(xué)生提供太多的反饋，他們并不總是知道關(guān)注哪里。
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，正如迪倫威廉姆斯所建議的，找出學(xué)生知道的最好方法就是與他們交談并讓他們參與對(duì)話。
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(shí)用技術(shù)來(lái)收集關(guān)于你的學(xué)生能夠做什么的證據(jù)。
Third, teach students to self and peer-assess.
第三，教導(dǎo)學(xué)生自我和同伴評(píng)估。
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(xué)生在確定工作質(zhì)量時(shí)最終離開(kāi)我們。
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(shí)間的推移，他們應(yīng)該能夠提出并回答以前提出的問(wèn)題，例如他們的優(yōu)缺點(diǎn)以及接下來(lái)要做的工作。
A good way for them to learn how to do this is to work with peers, providing each other feedback.
學(xué)習(xí)如何做到這一點(diǎn)的好方法是與同齡人合作，互相提供反饋。
But be aware, kids need to be trained on how to do this well.
但請(qǐng)注意，孩子們需要接受關(guān)于如何做到這一點(diǎn)的培訓(xùn)。
Finally, and this is important, decouple grades or evaluative feedback from your descriptive feedback.
最后，這很重要，從您的描述性反饋中分解評(píng)分或評(píng)估反饋。
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，你自己的教學(xué)經(jīng)驗(yàn)可能證實(shí)，只要我們將評(píng)分與我們的評(píng)論結(jié)合起來(lái)，就會(huì)有很多學(xué)生忽視我們的反饋，因?yàn)樗麄儗?duì)成績(jī)的好壞有所反應(yīng)。
This doesn't mean we don't provide feedback that lets them know the quality of their work.
這并不意味著我們不會(huì)提供反饋，讓他們知道他們的工作質(zhì)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?nèi)匀豢梢栽谖覀兊臄⑹鲈u(píng)論中傳達(dá)這一點(diǎn)，因?yàn)槲覀儙椭麄兛吹剿麄兊膬?yōu)勢(shì)和劣勢(shì)，因?yàn)檫@與我們的成功標(biāo)準(zhǔn)相關(guān)。
Nor does it mean they never get grades as a part of their feedback.
這也不意味著他們從未將成績(jī)作為他們反饋的一部分。
This can be accomplished in a number of ways in conjunction with them or not.
這可以通過(guò)多種方式與他們聯(lián)合完成。
But our strong encouragement is to not provide feedback in the form of descriptive comments and grades at the same time.
但是我們強(qiáng)烈的鼓勵(lì)是不要同時(shí)以描述性評(píng)論和評(píng)分的形式提供反饋。
Hopefully, when feedback is effective, our students can see the gap between where we would like them to be and where they currently are.
希望當(dāng)反饋有效時(shí)，我們的學(xué)生可以看到我們希望他們?cè)谀睦锖退麄儸F(xiàn)在在哪里之間的差距。
The next move is to help them close the performance gap in a way that improves the quality of their work.
下一步是幫助他們縮小績(jī)效差距，提高工作質(zhì)量。
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.
我們沒(méi)有時(shí)間在這里詳細(xì)徹底討論所有給學(xué)生提供有效反饋的方法，但我們會(huì)說(shuō)幾件關(guān)鍵的事情。
As we've discussed elsewhere, developing in students a growth mindset is important.
正如我們?cè)谄渌胤剿懻摰哪菢樱趯W(xué)生中培養(yǎng)成長(zhǎng)思維非常重要。
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(rèn)為他們的有效努力將是他們提高業(yè)績(jī)的最重要因素，那么他們更有可能關(guān)注我們的反饋。
It's crucial, therefore, that we help them become more effective in their effort and hard work.
這很關(guān)鍵，因此，我們必須幫助他們?cè)谂ぷ骱托量喙ぷ髦邪l(fā)揮更大的作用。
We mentioned earlier it's common to provide too much feedback to our students, which is a problem for two reasons.
我們之前提到過(guò)，向我們的學(xué)生提供太多反饋是很常見(jiàn)的，這有兩個(gè)原因。
First, it can be overwhelming, especially for struggling students.
首先，它可能是壓倒性的，特別是對(duì)于掙扎的學(xué)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，大量的評(píng)論可能需要很多老師的時(shí)間，如果反饋結(jié)果不是非常有效的話，這是不幸的。
Instead, have students focus on their most important areas in need of revision and improvement.
相反，讓學(xué)生專(zhuān)注于他們最需要修改和改進(jìn)的重要領(lǐng)域。
Both to hopefully give them a sense of accomplishment but also to help them discern priorities.
希望能給他們一種成就感，同時(shí)也能幫助他們辨別優(yōu)先事項(xiàng)。
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(shí)間的推移，嘗試創(chuàng)建一種課堂文化，同伴和自我評(píng)估成為學(xué)生接受反饋方式的一個(gè)組成部分。
Our third suggestion is probably the most important one.
我們的第三個(gè)建議可能是最重要的。
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(xué)生對(duì)他們收到的反饋?zhàn)隽艘恍┦虑椋⑶覍?shí)際上以某種方式采取行動(dòng)來(lái)改善他們的學(xué)習(xí)，否則這可能是浪費(fèi)時(shí)間。
Dylan William goes so far as to say the only thing that matters about feedback is what the students do with it.
迪倫威廉甚至說(shuō)，唯一對(duì)于反饋意義重大的事情就是學(xué)生用它做什么。
This leads to our final point which makes the last point possible.
這導(dǎo)致我們的最后一點(diǎn)，使最后一點(diǎn)成為可能。
We need to allocate class and homework time for students to respond in some way to our feedback.
我們需要為學(xué)生分配課堂和作業(yè)時(shí)間，以某種方式回應(yīng)我們的反饋。
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，并且讓我們的學(xué)生有時(shí)間切實(shí)地應(yīng)用他們獲得的最重要的反饋，以改善他們的學(xué)習(xí)。
And we need to hold them accountable for doing something with our feedback.
我們需要讓他們對(duì)我們的反饋?zhàn)鲆恍┦虑樨?fù)責(zé)。
We can't just carve the time.
我們不能只刻出時(shí)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，我們自己的教學(xué)實(shí)踐肯定地說(shuō)，我們的學(xué)生越接受持續(xù)的反饋以改善他們的學(xué)習(xí)，他們的表現(xiàn)就越好。
This will almost assuredly reinforce their growth mindset and increase their sense of self-efficacy.
這幾乎可以肯定地加強(qiáng)他們的成長(zhǎng)思維和增加他們的自我效能感。
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.
如果我們以透明的方式做到這一點(diǎn)，讓他們參與自我評(píng)估和自我調(diào)整工作，他們的能力和自主意識(shí)也會(huì)增強(qiáng)，并可能增加他們學(xué)習(xí)的動(dòng)力。
An added bonus is that formative assessment done well also provides real time information about the impact of our teaching.
另外一個(gè)好處是形成性評(píng)估也能提供關(guān)于我們教學(xué)影響的實(shí)時(shí)信息。
It becomes a vital and informative link between our teaching and our students' learning.
它成為我們的教學(xué)和學(xué)生學(xué)習(xí)之間的重要信息鏈接。
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(wèn)我，所有的老師都應(yīng)該做的非常擅長(zhǎng)的是什么，我可能會(huì)說(shuō)是把形成性評(píng)估的做法作為日常課堂文化的一個(gè)組成部分。
It's that important.
這很重要。
【發(fā)現(xiàn)英語(yǔ)句子思維和中文不一樣，所以我的工作記憶貌似長(zhǎng)度不夠，需要訓(xùn)練增長(zhǎng)才能在同一時(shí)間記住一整句話的內(nèi)容并進(jìn)行前后處理，那些同傳們應(yīng)該這樣刻意訓(xùn)練過(guò)吧】
通過(guò)這段時(shí)間的練習(xí)，并沒(méi)有刻意的記單詞，但是卻熟熟的記住了：cognitive science growthing?/fixed mindset??retrieval?
