Research On Teaching Feedback From The Perspective Of Formative Evaluation

Compared with traditional teaching assessment,formative assessment pays more attention to giving students effective and personalized feedback in the teaching process so as to achieve the purpose of promoting learning and improving teaching.Without feedback,there is no formative assessment.Therefore,studying the internal mechanism and effectiveness of teaching feedback is very important for teachers to improve teaching and promote student development.From the perspective of formative assessment,this article focuses on the teaching of Chinese in primary schools as an example.It focuses on the effectiveness of teaching feedback in order to explore the intrinsic mechanism of effective teaching feedback.Through investigation and discovery,it proposes suggestions for improvement.The overall framework of the paper is divided into ‘theory discussion and analysis’ ‘empirical investigation and countermeasures’.In the part of theoretical exploration and analysis,the paper first analyzes and elaborates the internal relationship between formative assessment and teaching feedback,the definition,types,and effects of teaching feedback.Then,it focuses on the intrinsic elements of the teaching feedback,including “focus”,“kinds of comparisons”,“functions” and “valence”,and then analyzes and discusses the influencing factors of effective teaching feedback,including student factors,task factors,and teacher factors(such as timeliness,clarity,pertinence,tone,etc.).Theoretical research shows that the focus of feedback can not be limited to the task itself,but also take into account the process of completing the task,guide students to learn self-regulation;the reference system with the predefined learning objectives or the learner’s original level as the feedback assessment has the best effect(the norm-referenced feedback assessment should be avoided);the use of constructive descriptive feedback(specifically pointing out the merits and weaknesses of student performance)is better than evaluating sexual feedback(such as scoring,ranking,etc.);The specific terminology and wording of the assessment should be cautious,taking into account the students’ psychological feelings.Good feedback must take into account the personal characteristics of the students and the characteristics of the learning tasks.The feedback provided by the teachers should be timely,clear,specific,and personalized.In the empirical investigation and suggestions,the paper is based on the theoretical research(including constituents and influencing factors)of the teaching feedback,taking a primary school in Songjiang District of Shanghai as an example,and using questionnaires and interviews in the Chinese language classroom in primary schools.The status quo of the use of feedback in Chinese teaching in primary school was investigated.The survey found that in the application of teaching feedback,the Chinese language teachers of the school have accumulated a lot of experience in practical exploration.For example,the timeliness and balance of the feedback are good,and the oral assessment of students is more important.However,there are also some obvious deficiencies,such as the need to strengthen the clarity of the feedback,the insufficient emphasis on the target reference,the less self-assessment of the students,and the written mutual assessment.In response to these deficiencies,the paper concludes with suggestions for improvement.These suggestions include:Demonstrate to students how to make and use feedback,teach students self-assessment and peer assessment skills,establish clear learning objectives and assessment criteria,adjust feedback strategies to suit different types of learners,and provide students with feedback on learning opportunities.