Corrective feedback

Corrective feedback is a frequent practice in the field of education and in learning generally.

强化学习

It typically involves a student receiving either formal or informal feedback on his or her performance on various tasks by a teacher or peer(s).

被训对象 接收 训练对象 或 同类被训对象 的 正或负 反馈，

However, learning that takes place outside of the realm of institutional schooling can also rely heavily on corrective feedback.

但 机器学习领域之外 亦然。

Various types of corrective feedback exist, each with its own appropriate uses. Corrective feedback begins in early childhood with motherese, in which a parent or caregiver provides subtle corrections of a young child's spoken errors. Such feedback, known as a recast, often leads to the child repeating his or her utterance correctly (or with fewer errors) in imitation of the parent's model.

At the preschool or kindergarten level, corrective feedback is usually informal and verbal. Such feedback is common in the higher grades, as well, but, as students progress through the grades, it is conventional practice for their teachers to provide written corrections on their work samples or on separate feedback sheets. Written and oral feedback can be provided in the form of sentences (i.e., anecdotal feedback) describing the work's merits and weaknesses, in which case a typical practice involves the teacher pointing out three strengths and one "next step" for future improvement. Written feedback in particular can involve a certain amount of "markup" on the student's work, with errors underlined or circled and corrections inserted or noted in the margins.

Feedback can also be recorded as a score, such as a percentage, a letter grade, or an achievement level defined by a specific reference. Grades can be based on the teacher's overall impression of the work, but assessment based on explicit criteria is increasingly common. An example of such holistic assessment is a rubric. A typical rubric is a chart in the form of a grid that lists several criteria, performance indicators, and achievement levels. For example, a rubric for an essay-writing assignment may include "grammar" as one of its criteria; the performance indicator for an achievement level of "B" in grammar may be, "The essay contains several minor grammatical errors" while the performance indicator for an achievement level of "A" in grammar may be, "The essay contains no grammatical errors." Such rubrics enable students to see their strengths and weaknesses vis-à-vis the various criteria.