本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Feedback and Teaching
反馈和教学
We learn from feedback.
我们从反馈中学习。
In fact, it's the primary way we learn.
事实上，这是我们学习的主要方式。
Usually this comes from making mistakes and errors, seeing how our efforts have fallen short, or are misconstrued, then revising and trying again.
通常这是由于犯错误和错误，看到我们的努力如何失败或被误解，然后再修改和再试。
But learning from feedback is not always easy.
但从反馈中学习并不总是容易的。
Especially in schools.
特别是在学校。
Students need to receive feedback first, then interpret and reflect on what it means and most importantly, figure out what to do with it.
学生需要先收到反馈意见，然后解释并思考它的意义，最重要的是弄清楚如何处理它。
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.
这很复杂，因为我们每天早上迎接一个奇妙多样的学习者，他们经常以惊人的不同方式看待同样的反馈。
It's a given that our students don't learn everything we teach them.
这是一个给定的，我们的学生并不学习我们教他们的一切。
This is why feedback provided through assessments is one of the most important elements of effective teaching.
这就是为什么通过评估提供反馈是有效教学最重要的因素之一。
However, in the world of education, probably nothing is more fraught with anxiety than assessment.
然而，在教育领域，可能没有比评估更令人担忧的焦虑了。
From the Common Core to the APs, we worry about how high stakes testing affects our students.
从通用核心到受众，我们担心高风险测试会对学生产生多大影响。
Fortunately, this is not the sort of assessment we'll be talking about here.
幸运的是，这不是我们在此讨论的那种评估。
Instead, we will be talking about formative assessment and what that means for student learning.
相反，我们将讨论形成性评估以及这对学生学习意味着什么。
By formative assessment we mean gathering information about student performance that we use to move their learning forward and improve our teaching.
通过形成性评估，我们的意思是收集关于学生表现的信息，用于推动他们的学习并改进我们的教学。
The evidence supporting classroom formative assessment as one of the most powerful enhancers of student learning is some of the strongest in educational research.
支持课堂形成性评估作为学生学习的最有力促进者之一的证据是教育研究中最强有力的证据之一。
It works and it's very powerful.
它有效而且非常强大。
That said, it's not always easy to practice.
也就是说，练习并不总是容易的。
So let's go over the central principles of effective formative assessment.
那么让我们回顾有效形成性评估的核心原则。
We can't do complete justice here to this complex and challenging aspect of effective teaching.
我们不能完全公平，以达到有效教学的复杂和具有挑战性的一面。
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.
对于那些对形成性评估的理论和实际启示都感兴趣的人，我们鼓励你熟悉Dylan William和Jan Chappuis等人的研究成果。
Effective formative assessment revolves around three basic questions.
有效的形成性评估围绕三个基本问题展开。
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.
你想让学生学习什么？他们现在在哪里？你如何推动他们的学习？换句话说，我们如何缩小理想的学习目标和学生目前的理解之间的差距？在实践中，为我们的学生回答这些问题要复杂得多。
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.
第一步是明确我们希望学生知道什么，并能够用他们所知道的来做什么。
In addition, it's important to consider within our array of intended learning goals, the following question.
另外，在我们的一系列预期学习目标中考虑以下问题是很重要的。
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.
我们优先考虑什么是我们希望我们的学生持久拥有的最重要的学习成果？换句话说，我们想要在短期内转移哪些技能和知识？我们希望我们的学生走过学习阶段拥有什么？正如我们在本课程中强调的那样，创造持久和持久的记忆需要特殊的学习和教学条件。
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，随着我们的优先学习目标的确定，他们将与学生一起分享，并遵循示范工作的标准以及我们如何知道他们何时会见。
We need to involve students in understanding where we're heading in a learning way.
我们需要让学生了解我们学习的方向。
A clear destination with purpose can be a compelling motivator.
目的明确的目的地可能是一个令人信服的动力。
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实例和模型比较可以有助于向学生传达清晰易懂的学习目标。
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.
这一点很重要，因为学生需要开始了解质量工作的内容，以便他们能够将标准内化为良好的工作。
For teachers, being clear about priority learning outcomes provides us with the evidence we need to collect for our next step.
对于教师而言，明确优先学习成果为我们提供了下一步需要收集的证据。
Where are my students now? There are a myriad ways to figure out what students currently know and can do.
我的学生现在在哪里？有很多方法可以找出学生目前所知道和可以做的事情。
That doesn't mean it's easy.
这并不意味着这很容易。
It would be nice if we could pry open our students' heads and look inside.
如果我们可以撬开我们学生的头脑并向里看，那将会很好。【有时候还真想看看呢】
Since we can't do that, you'll need to figure out in ways that make sense for your students and school situation.
由于我们无法做到这一点，您需要找出对您的学生和学校情况有意义的方式。
This will always be a challenge since truly figuring out what our students know is a virtually impossible task.
这永远是一个挑战，因为真正弄清楚我们的学生知道什么是一个几乎不可能完成的任务。
That said, we'll offer a few suggestions.
这就是说，我们会提供一些建议。
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，向学生提供描述性反馈，帮助他们回答问题，例如我的优势是什么和我做什么做得很好？我的工作与我们的成功标准相比如何？我在做的什么不太好，为什么？什么是我需要处理的最重要的事情？评论需要清晰，明确，用户友好，学生可以很容易理解的语言。
Students need to clearly see the gap between where they are and where they need to be.
学生需要清楚地看到他们在哪里和他们需要的位置之间的差距。
Refer them to the criteria or verbix you have developed.
引导他们到您建立或发行的标准。
Best when done with them so that your comments are goal referenced.
最好的时候完成他们，以便您的意见是目标引用。
It's also important for them to be able to prioritize.
让他们能够优先考虑也很重要。
We often provide students with too much feedback and they don't always know where to focus.
我们经常为学生提供太多的反馈，他们并不总是知道关注哪里。
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，正如迪伦威廉姆斯所建议的，找出学生知道的最好方法就是与他们交谈并让他们参与对话。
He and others provide a number of practical techniques for collecting evidence about what your students are able to do.
他和其他人提供了许多实用技术来收集关于你的学生能够做什么的证据。
Third, teach students to self and peer-assess.
第三，教导学生自我和同伴评估。
We want our students to eventually be weaned from us in determining the quality of their work.
我们希望我们的学生在确定工作质量时最终离开我们。
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.
随着时间的推移，他们应该能够提出并回答以前提出的问题，例如他们的优缺点以及接下来要做的工作。
A good way for them to learn how to do this is to work with peers, providing each other feedback.
学习如何做到这一点的好方法是与同龄人合作，互相提供反馈。
But be aware, kids need to be trained on how to do this well.
但请注意，孩子们需要接受关于如何做到这一点的培训。
Finally, and this is important, decouple grades or evaluative feedback from your descriptive feedback.
最后，这很重要，从您的描述性反馈中分解评分或评估反馈。
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，你自己的教学经验可能证实，只要我们将评分与我们的评论结合起来，就会有很多学生忽视我们的反馈，因为他们对成绩的好坏有所反应。
This doesn't mean we don't provide feedback that lets them know the quality of their work.
这并不意味着我们不会提供反馈，让他们知道他们的工作质量。
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.
我们仍然可以在我们的叙述评论中传达这一点，因为我们帮助他们看到他们的优势和劣势，因为这与我们的成功标准相关。
Nor does it mean they never get grades as a part of their feedback.
这也不意味着他们从未将成绩作为他们反馈的一部分。
This can be accomplished in a number of ways in conjunction with them or not.
这可以通过多种方式与他们联合完成。
But our strong encouragement is to not provide feedback in the form of descriptive comments and grades at the same time.
但是我们强烈的鼓励是不要同时以描述性评论和评分的形式提供反馈。
Hopefully, when feedback is effective, our students can see the gap between where we would like them to be and where they currently are.
希望当反馈有效时，我们的学生可以看到我们希望他们在哪里和他们现在在哪里之间的差距。
The next move is to help them close the performance gap in a way that improves the quality of their work.
下一步是帮助他们缩小绩效差距，提高工作质量。
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.
我们没有时间在这里详细彻底讨论所有给学生提供有效反馈的方法，但我们会说几件关键的事情。
As we've discussed elsewhere, developing in students a growth mindset is important.
正如我们在其他地方所讨论的那样，在学生中培养成长思维非常重要。
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.
如果他们认为他们的有效努力将是他们提高业绩的最重要因素，那么他们更有可能关注我们的反馈。
It's crucial, therefore, that we help them become more effective in their effort and hard work.
这很关键，因此，我们必须帮助他们在努力工作和辛苦工作中发挥更大的作用。
We mentioned earlier it's common to provide too much feedback to our students, which is a problem for two reasons.
我们之前提到过，向我们的学生提供太多反馈是很常见的，这有两个原因。
First, it can be overwhelming, especially for struggling students.
首先，它可能是压倒性的，特别是对于挣扎的学生。
Second, voluminous comments can take a lot of teacher time, which is unfortunate if the feedback ends up not being very effective.
其次，大量的评论可能需要很多老师的时间，如果反馈结果不是非常有效的话，这是不幸的。
Instead, have students focus on their most important areas in need of revision and improvement.
相反，让学生专注于他们最需要修改和改进的重要领域。
Both to hopefully give them a sense of accomplishment but also to help them discern priorities.
希望能给他们一种成就感，同时也能帮助他们辨别优先事项。
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，随着时间的推移，尝试创建一种课堂文化，同伴和自我评估成为学生接受反馈方式的一个组成部分。
Our third suggestion is probably the most important one.
我们的第三个建议可能是最重要的。
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.
除非学生对他们收到的反馈做了一些事情，并且实际上以某种方式采取行动来改善他们的学习，否则这可能是浪费时间。
Dylan William goes so far as to say the only thing that matters about feedback is what the students do with it.
迪伦威廉甚至说，唯一对于反馈意义重大的事情就是学生用它做什么。
This leads to our final point which makes the last point possible.
这导致我们的最后一点，使最后一点成为可能。
We need to allocate class and homework time for students to respond in some way to our feedback.
我们需要为学生分配课堂和作业时间，以某种方式回应我们的反馈。
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.
这意味着我们需要做出一些艰难的选择，并且让我们的学生有时间切实地应用他们获得的最重要的反馈，以改善他们的学习。
And we need to hold them accountable for doing something with our feedback.
我们需要让他们对我们的反馈做一些事情负责。
We can't just carve the time.
我们不能只刻出时间。
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，我们自己的教学实践肯定地说，我们的学生越接受持续的反馈以改善他们的学习，他们的表现就越好。
This will almost assuredly reinforce their growth mindset and increase their sense of self-efficacy.
这几乎可以肯定地加强他们的成长思维和增加他们的自我效能感。
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.
如果我们以透明的方式做到这一点，让他们参与自我评估和自我调整工作，他们的能力和自主意识也会增强，并可能增加他们学习的动力。
An added bonus is that formative assessment done well also provides real time information about the impact of our teaching.
另外一个好处是形成性评估也能提供关于我们教学影响的实时信息。
It becomes a vital and informative link between our teaching and our students' learning.
它成为我们的教学和学生学习之间的重要信息链接。
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.
如果你问我，所有的老师都应该做的非常擅长的是什么，我可能会说是把形成性评估的做法作为日常课堂文化的一个组成部分。
It's that important.
这很重要。
【发现英语句子思维和中文不一样，所以我的工作记忆貌似长度不够，需要训练增长才能在同一时间记住一整句话的内容并进行前后处理，那些同传们应该这样刻意训练过吧】
通过这段时间的练习，并没有刻意的记单词，但是却熟熟的记住了：cognitive science growthing /fixed mindset retrieval
