Teacher feedback is an integral component of helping students understand their current level of achievement and what they can do to improve their performance. This study built on literature in educational psychology by adopting a framework developed by Hattie and Timperley to explore how different types of feedback are used in studio instrumental lessons. For this study, we investigated the use of feedback of highly experienced collegiate instrumental studio music teachers ( N = 6) and their students ( N = 18). Results indicated that around 83% of all teacher comments were classified as “feed-back” (i.e., reflections on what the student just played), with far fewer focused on “feed-forward” (16%) strategies for improving performance and “feed-up” (<1%) goal setting. Task-level comments on what the student had just done comprised 85% of the feedback, in contrast to process-level (9%) feedback that provides strategies for improving the next performance attempt and self-regulation comments (<1%) that cue the learner to monitor and control their own performance. Discussion of these results include comparisons between classroom and studio teaching practices and ways of refining instrumental teachers’ abilities to provide more targeted and effective feedback to their students.

中文翻译：

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大学器乐课中教师的反馈


教师反馈是帮助学生了解他们当前的成绩水平以及他们可以采取哪些措施来提高成绩的重要组成部分。这项研究以教育心理学文献为基础，采用了 Hattie 和 Timperley 开发的框架来探索如何在工作室器乐课程中使用不同类型的反馈。在这项研究中，我们调查了经验丰富的大学器乐工作室音乐教师 (N = 6) 及其学生 (N = 18) 的反馈的使用情况。结果表明，大约 83% 的教师评论被归类为“反馈”（即对学生刚刚演奏的内容的反思），而关注提高表现的“前馈”策略（16%）和“反馈”的则少得多。进食”（<1%）目标设定。对学生刚刚完成的任务级别的评论占反馈的 85%，相比之下，过程级别 (9%) 的反馈提供了改进下一次表现尝试的策略，而自我调节评论 (<1%) 则提示学习者监控和控制自己的表现。对这些结果的讨论包括课堂和工作室教学实践之间的比较，以及提高器乐教师能力的方法，以便为学生提供更有针对性和有效的反馈。