A Study on Teachers’ Instant Feedback Content in Junior High School English Class文献综述

 2022-08-11 15:28:51

Literature review

1. The definition of the instant feedback

Classroom evaluation is an important part of teaching. Thomas A. Angelo defines classroom evaluation as a teaching method designed to help teachers to understand the content and quality of students classroom learning (1993: 3). James believes that classroom evaluation is a formal method to judge students condition in some educational variables that teachers pay attention to (2007: 21). Therefore, classroom evaluation can be regarded as a method, teachers use to collect and analyze information in order to make judgment on students learning. Usually, teachers evaluate students in class through asking questions, organizing discussion, setting class assignments and the like.

Instant feedback belongs to classroom evaluation. Compared with other classroom evaluation methods, it pays more attention to the issue of timeliness and real time. As the importance of evaluation is emphasized in recent years by authority, the research on instant feedback has increased gradually. However, it has not formed an official definition of instant feedback yet.

At the beginning, instant feedback refers to the real-time information, which is given by teachers according to the studentsrsquo; performance in classroom teaching. It appears especially in the process of question and answer in teaching activities or in practical learning activities. Whatrsquo;s more, the performance of students lies in many aspects, including studentsrsquo; learning attitude, emotional state, learning performance and so on. Based on this character, Wang Jian defined instant feedback as a real-time assessment of the students performance in the aspects of exploring ideas, showing opinions, emotional state, learning effect (2011: 62), while Zhang Bo regarded it as a timely feedback on students English learning process, behavior, attitude and ability, in a certain classroom teaching environment (2016: 116). Although they focus on different respects of studentsrsquo; performance, both their definitions show that students should not be evaluated from a single point of view, but should take into account knowledge, ability, emotion and other aspects.

Through further research, scholars found that the instant feedback should not be restricted to the teachers evaluation of students, the subject of evaluation can be diverse, and they try to express it in the definition. For example, Pan Jinmei uses 'the subject of evaluation' to substitute “teacher” and “the object of evaluation” to “student”, in order to expand the possibility of evaluators and those being evaluated (2016: 34). However, most of scholars think that this concept can be defined by more specific language, since general class only involves two roles, teacher and student. Whatrsquo;s more, it is obvious that the one who is evaluated is a student. Therefore, Lin Yuji thinks that it should be the evaluation of students by teachers or students in the class (2010: 157). Besides, some others avoided identifying the evaluator to show that there are many possibilities for evaluators. For example, Li Qiuyan defines instant feedback as the real-time evaluation of students learning attitude, emotion and behavior performance in the teaching process (2013: 11).

Some scholars deem that the purpose of the instant feedback also should be mentioned in the definition. Their words show that all of they agree with the view which is mentioned by Schuwirth LW and Van der Vleuten CP, assessment is for learning, rather than of learning (2011: 478). For example, Pat Tunstall and Caroline Gipps think that instant feedback is used to shape and improve studentsrsquo; competence. Whatrsquo;s more, they also mention that teachers use their judgements of studentsrsquo; knowledge or understanding to feed back into teaching process (1996: 389). Chen Na believes that instant feedback was expected to promote the further and effective development of classroom teaching activities, and facilitate the common growth and development of students and teachers (2005: 7). Li Qiuyan explains that it is used to help control and correct the follow-up learning process of students (2013: 11).

Furthermore, many scholars think that the nature of instant feedback is also an essential issue and should be shown in the definition. While Napper thinks that formative evaluation is equal to instant feedback, more scholars believe that instant feedback is a kind of formative evaluation; for instance, Haoran Chen considers that the characteristics of formative assessment contain teachersrsquo; adaptation to classes and instant feedbacks (2020). Although the opinions about it have not been unified, there is no doubt that the nature of instant feedback is formative evaluation.

After the integration and analysis of the above information, instant feedback in this study is defined as immediate information to students based on their learning performance or understanding for the purpose of improving learning.

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