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【燕飞】1、更全面地了解了“评价”的定义

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【燕飞】1、更全面地了解了“评价”的定义及其发展完善过程：评价是学习者通过理解不同资源里面的信息，内化认知，从而促进学习的一个过程和策略。2、更进一步了解到：评价不只是教师的任务，更是学习者需要具备的能力 。

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【燕飞】新的知识：1、有效反馈是

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【燕飞】
新的知识：1、有效反馈是什么？以及有效反馈回应的三个问题：

| Feed up | Where am I going? | What are the goals?
| Feed back | How am I going? | What progress is being made toward the goal?
| Feed forward | Where to next? | What decisions and actions need to be undertaken to make better progress? e.g., how to plan the next class, what follow up tasks

2、反馈的四个层次：four levels: task, process, self-regulation, and self-level.

新思路：
那我们如何在教学中实践这些反馈的过程或不同的层次？将反馈做得更有系统，于学生的学习更有效？

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【燕飞】

1、疑惑：

如何更清楚地区分四个层次的反馈类型？

结合我们平时做的反馈，例如作文评语，口试评语，如何进行归类？

不同水平的反馈分别适合什么样的任务类型？？

如何将其结合使用有效地进行反馈？

【挑战】

训练学生的反馈素养是需要花费很多的时间，课时不够怎么办？

教师短期内看不到评价的成效是否会有挫败感？

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【燕飞】

1、学生面临的困难：

学生理解、认知能力有限，不能有效地进行同侪互评。

学生能不能将学习到的评价信息运用到下一次的学习任务中？

学生总是在做近乎相同的评价步骤，会不会觉得枯燥？能否坚持进行？

2、策略：

形成评价素养：养成学生评价的意识和习惯

制定适合学生的评价目标，评价过程不要太难，太复杂

让学生理解认可评价的意义，推动学生主动积极地去实践评价

尝试变换不同的评价方式（评价层次、评价对象等），让学生学习充满乐趣

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【关晶】教师的反馈重要，对于学习者来说，

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【关晶】教师的反馈重要，对于学习者来说，具备反馈素养，似乎更重要。

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" Students becoming self-directed learners who question, reflect, persevere and take responsibility for their own learning is one of the four Desired Outcomes of Education (DOE) of the Singapore education system (Desired Outcomes of Education, 2018)".
我们都希望学生成为自主性学习者。一位自主性学习者不只是认认真真地把功课做好（我以往的定义），而是要在学习过程中寻求反馈，思考如何使用反馈改善个人表现。
-恩情

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【关晶】1、培养学生的反馈素养，不是一朝

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【关晶】1、培养学生的反馈素养，不是一朝一夕的事情，在这个过程中，会有一次又一次的挫败感。老师学生要怎么自我调节？2、怎么能够缩小老师的反馈和学生之间的反馈的差距？

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The purpose of feedback is to assist students in making sense of their learning. Useful and effective feedback help students comprehend the learning progress/where they are at. Students should also play an active role in seeking improvement based on the feedback provided.

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Using the concept map to better understand how we get use feedback to encourage student's self-directedness in learning, how we can "train" our students to provide feedback/understand and improve on themselves based on the feedback provided.

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以NA学生为例，在词汇量有限的情况下，老师若给予书面上的反馈，学生可能无法完全理解。老师们或许需要考虑以其他的形式进行反馈。例如：反馈表。老师使用同一个反馈表（每个学段一个/每一种练习一个），提前就和学生解释如何使用反馈表，如何进步。

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Making judgement and managing affect.
Students can/will appreciate feedback. However, with regards to seeking continuous improvement, attitude is the key. For MTL, interest for the language is one crucial aspect to tackle, only when students are genuinely interested/motivated to do well, the feedback will then be more important to them. Therefore, teachers must tap on simple yet clear and effective feedback to guide students, so that they will be more motivated to work harder when they know they have the ability to do so.

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Our attitude towards feedback may or may not influence students' attitude towards feedback. In giving feedback, we often encounter students who do not reciprocate when receiving our feedbacks. How do we ensure that our time and effort to construct feedback is appreciated? Students probably are not receptive because they do not know how to reflect on the feedbacks given to them. In that case, how much of feedback is ever enough? Is verbal feedback enough? Whether students play an active role to acknowledge our feedback is another thing to ponder. How then, can students' learning be meaningful if it is not a full circle?

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学生在学习语言需要得到有效的反馈。As 

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学生在学习语言需要得到有效的反馈。As they learn a language, students require effective feedback.

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Big Ideas of Effective Feedback (1) - Find and Fix Learning Gaps

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国聪KC：There isn't enough time for class, so in an effort to save time, teachers form the habit of pointing out students' mistakes rather than working with them on co-construction of knowledge activities.

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The 4 feedback levels give me a sense of whether my feedbacks that i have constructed are meaningful enough and will students make sense of their learning. Ideally, if students are proactive and receptive, students can comprehend the subject better and continue to progress.

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-Cognitivism & Social-Constructivism : 两个指导课堂反馈的理论。
- [cognitivism] 让学生清楚知道要求在哪里，反思自己要到达目标需要做什么来“bridge the gap”。学生需要时间进行"internal dialogue"，需要有意识地让他们反思自己的学习成果。
- [social-constructivism] 教导学生如何进行同侪互评。在说明学习目标、成功指标、评量表后，给予学生空间、时间发问，让他们理清楚考查项目的要求。

恩情

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A huge lack of time and space to train students' feedback literacy.. :( This is especially so when there is different assessment criteria for listening, speaking, reading and writing. A lot of the quoted readings also come from scholars and educators from another education landscape. Would their suggestions be entirely feasible in the Singaporean education context?
-恩情

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【佩欣】1. 初步了解学习性评价

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【佩欣】
1. 初步了解学习性评价的概念及基础理论。

2. 更了解学习性评价的目的及意义。比如，学习者除了能透过交流、反馈等评价完善作品，也培养学习者的学习能力，让学习者能建构自己的学习方法。

3. 初步了解有效的评价需要提出的问题以及评价的层次。

4. 教师要提供学生回馈学习的机会并要坚持反馈的实践。

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How do we teach feedback literacy to students in order to achieve our learning goals?

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Feedback literacy is a skill that all students should acquire at some point, in order to achieve their learning goals. From appreciating feedback, which students are lacking of, to making judgement, managing the effect and taking action, students who acquire feedback literacy can close their learning loop through self-directed learning. Moving forward, then students are able to give and meaningful proper peer feedback.

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【佩欣】对于评价的一些迷思。比如

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【佩欣】
对于评价的一些迷思。比如，使用了不同层次的回馈评价会使学生更容易接受反馈，并让他们立即学习。但是学生的表现可能不会如预期的表现。因为学生这些回馈落到学生身上是千差万别的。弄清楚什么样的反馈水平和类型最适合特定的学生会让他们的学习效果更好。

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【佩欣】挑战：要如何了解

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【佩欣】
挑战：
要如何了解什么样的反馈水平和类型最适合特定学生?

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Managing effect and taking action. As they appreciate feedback, students are able to somewhat make judgements. However, they lack skills in managing its effect (especially on poor performance) and thus not wanting or knowing how to take actions.
For MTL, in most cases students who lack the language proficiency are also those who do not have much interest in it. No matter how much effort a teacher puts in into giving feedback, students may find no meaning in it. Teachers will need to pique students' interest in the subject and motivate them in a way that students will learn to manage its effect and take necessary actions towards their learning of the subject.

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国聪：提醒老师不要习惯停留于self-l

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国聪：提醒老师不要习惯停留于self-level & Task Level 的反馈

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The teachers' intent of the feedback provided helping the students get better at understanding the content is =/= the outcomes of the students' understanding. There are many other factors that affect this understanding/processing/displaying of desired outcomes and therefore, we must always go back to students' point of view to assess if they are able to make use of the feedback well. We have to adjust the way we give feedback accordingly to cater to different students. "Teachers need to persevere in their feedback practice, while at the same time figuring out what level and kind of feedback will best suit particular students at a certain time horizon to bring about their learning eventually." It isn't that I don't understand this concept nor is this a new idea but I think sometimes the longer we teach, we tend to slowly forget about how students receive information and learn. We need to constantly remind ourselves of this.

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The two theories of how students interact with content and feedback --- Cognitivism and social constructivisim. From a cognitivist point of view, feedback is viewed as a product, "for example, on the errors to be corrected, or the accuracy of student understanding". It is "the acquisition of knowledge, developing internal mental structures, and individual sense-making." Social constructivism is where feedback is viewed as an interactive process. It is the "dialogue between teachers and students, and with peers" and "about creating meaning from experience, and is negotiated through interaction with others." I already know the various ways of providing feedback, esp what we have in Chinese called 同侪评估 but this is my first time seeing them classified into 2 big theories.

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Moving forward, how do we change the way we provide feedback for different levels and different streams to ensure that there is interaction of the content so that they are really learnt? With time constraints, what is an effective and most efficient method to provide this type of feedback to students? Also, we may need more guidance and discussion for each of the 4 levels of feedback in our own subjects.

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四个层级的反馈---反馈要及时，也要和学生的学习情况紧密相连。反馈除了要及时、适时，所用的语言也要是学生听得懂，看得懂得。这里的挑战是如何为每一个学生提供反馈？老师们在时间有限的情况下，怎么样做到反馈有时间的及时性又有教学的有效性？委实不容易。

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教师应该在教学的过程中抽出时间给学生反馈。不能做到个别反馈，也可以尝试小组、集体反馈。

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学生的学习能力、态度呈分化状态，怎么样为这些差异性那么大的学生群提供有效的反馈？怎样在有限时间内做到为学生提供学习上的反馈？