教师对评估反馈的不同理解与实践——对教师评估素养的启示

Teachers’Qualitatively Different Ways of Experiencing Assessment Feedback:Implications for Teacher Assessment Literacy

评估反馈是教师评估素养的一个重要方面,可以从三个相互关联的维度理解此概念:教师对评估反馈的理解,评估反馈的课堂实践,以及教师如何处理学生参与评估过程中所产生的各种情绪(Pastore&Andrade,2019)。本研究运用现象学研究方法,探讨了15名新加坡教师对评估反馈的理解与实践。借鉴变异理论的观点,本研究从访谈数据的分析得出了教师对于评估反馈的五种诠释,揭示了教学中的评估反馈并非专属教师的输出,而是师生之间探讨评估反馈的过程。教师对于评估反馈的理解能够从他们提供的不同性质的反馈中体现出来。本文建议将教师提供的评估反馈分成五类,最基础的为强调学生错误的反馈,最理想的为促进学生进行反思的反馈。调查结果显示,教师可以根据教学环境和学生的不同需求,调整评估反馈的性质与作用。本文也讨论了研究结果对于发展教师评估素养的意义,以帮助教师审查他们对评估反馈概念的理解,并希望能帮助教师加强评估反馈的实践,使评估反馈的使用不局限于提高学术表现这一层次,而是使评估反馈成为提升学生自我调节能力的途径。

Assessment feedback is an important aspect of teacher assessment literacy which can be understood along three interrelated dimensions:conceptual in terms of conceptions teachers have of feedback,praxeological regarding feedback practice,and socio-emotional which relates to how teachers attend to the emotional dynamics of assessment from the students’perspective(Pastore&Andrade,2019).This paper presents the findings of a phenomenographic study involving 15 teachers in Singapore schools that explored their qualitatively different ways of experiencing assessment feedback.Drawing on the variation theory perspective,the analysis of interview data resulted in five teachers’conceptions of assessment feedback that shed light on the non-static nature of feedback engagement.These conceptions represent the variation in teachers’qualitatively different ways of experiencing assessment feedback,and ranged from feedback as inspection of students(emphasizing mistakes)to feedback as introspection for students(emphasizing reflection on feedback).The findings show the potential that teachers can aspire to move from level to level,depending on contexts and students.Insights on the continuum of teacher assessment feedback literacy are drawn.Implications for developing teacher assessment literacy are discussed to assist teachers in reviewing their conceptions of assessment feedback beliefs and enhancing assessment feedback practices beyond improving academic learning.