FEEDBACK LOG for Forma1ve Assessment

Spring 2020
The feedback you provide to students on your scoring guides or verbally is important and critical in helping students
progress in their learning. Feedback should ALWAYS provide them with information about their strengths and their
weaknesses.
Students also do not automatically use the feedback of what you write or tell them. You will need to have
conversations with them each day to help them reflect on what you shared with them from the day before (meta-
cognition). You can also think of concrete support that may help them to reflect on the feedback (index card with a
reminder, poster, a string on their finger).
Though you are documenting your feedback for each individual lesson (whole class and 2 individual students) and
providing a short reflection on how you will help students use this feedback to continue on their path the next day
(see column 3 below), this is a practice that should be done for all effective teaching. So, make sure you remember
this for your unit as well. However, it will not be written up for your unit due to time constraints in grading the e-
portfolio.
 Lesson Day Feedback Provided How will you encourage students
1. State if it is oral or written and to use the feedback?
Provide the day and content if it is written what you wrote it Include:
on (i.e. rubric, rating scale, 1. Type of concrete reminder
post it) 2. What the follow-up lesson would
2. What you actually said related be
to the content
DAY 1-LA Whole Class: The students that
submitted their work to Google
Classroom received written feedback I would tape their rubric with my
from the teacher candidate. Comments feedback on their desk to remind
reflected the perseverance of students,
them of my feedback and encourage
misconceptions, guidance to enhance
their opinion statements, as well as them to look at it during our day 2
encouragement to continue writing to lesson.
express their thoughts and ideas. For OR
example, the teacher candidate provided We created a poster from a
child-friendly language by stating, discussion on day 2 on what
“Your sentence about the water in students need to think about today
Venice was very interesting. I enjoyed related to the content.
the details you wrote about the animals,
like the jelly fish and dolphins. To make Tomorrow, we will write about…
your opinion statement stronger,
children will be asked to view their
remember to include the linking word
because. Great job in class today! I rubric with feedback to remember
really enjoyed you sharing your what to work on.
sentence.” During whole-group
instruction, the teacher candidate
provide positive, oral feedback by
motivating the students to continue
strengthen their writing skills. They
have many good ideas that would be
great to share with others.

Student 1: This student does well

through verbal feedback and praise.
When the student shared their sentence
in class, the teacher candidate shared
with the student that they wrote a
wonderful sentence about playing
outside more with their siblings during
quarantine. If they add more details
about their experience, they could write
more sentences. The teacher candidate
also included that their writing is
becoming stronger. This information
was also written in a private comment
on Google Classroom. The teacher
included smiley face emojis.

Student 2: This student is motivated

through feedback. The teacher candidate
was not able to provide them with
personal, face-to-face feedback.
However, the teacher candidate wrote
that the students works diligently during
class and wrote an intriguing opinion
statement with many details. The teacher
candidate did encourage the student to
share their written work in class, but
only if want to. All content was written
using child-friendly language. The
teacher included smiley face emojis.
 Lesson Day Feedback Provided
1. State if it is oral or written and
Provide the day and content if it is written what you wrote it
on (i.e. rubric, rating scale,
post it)
2. What you actually said related
to the content
DAY 1-SS Whole Class: After the students
completed the online quiz game about
Venice and Covid-19, the teacher
candidate provided authentic, verbal
feedback. The encouraging words
expressed the wonderful work ethic of
all young learners. During this time, the
teacher candidate addressed
misconnections and incorrect answers.
The teacher candidate positively
reviewed pertinent information to
solidify understanding. For example, the
teacher stated, “While there were
jellyfish in the water, there were also
fish and dolphins. Since all the answers
are correct, we must choose “all of the
above”. No written feedback was
available during this time.
How will you encourage students
to use the feedback?
Include:
1. Type of concrete reminder
2. What the follow-up lesson would
be
During a whole-group discussion,
the teacher would review the web
that the students created as a class.
We would add more details to the
web as new information is gathered
and discussed. The teacher
candidate would also heavily focus
on the areas that the students did not
fully understand. To support
students during day two of the
lesson, the teacher candidate would
have the students complete an exit
slip about the content, while the web
remains on the screen.

Student 1: The teacher candidate was

not able to provide personal written or
oral feedback because the students’
character names were chosen at random.
The teacher candidate chose this option
to prevent inappropriate names.
However, this student did ask a question
after the quiz about why the tourists
made the water dirty. The teacher
candidate explained the answer and
responded by thanking the student for
asking an intriguing and important
question. The teacher continued that
asking these types of questions can lead
to curiosity and knowledge.

Student 2: The teacher candidate was

not able to provide personal written or
oral feedback because the students’
character names were chosen at random.
The teacher candidate chose this option
to prevent inappropriate names. This
student did not require feedback, as they
seemed content with the information.
Whole-group feedback was detailed to
authenticity.
 Lesson Day Feedback Provided How will you encourage students
1. State if it is oral or written and to use the feedback?
Provide the day and content if it is written what you wrote it Include:
on (i.e. rubric, rating scale, 1. Type of concrete reminder
post it) 2. What the follow-up lesson would
2. What you actually said related be
to the content
Day 2-Math Whole Class: For the students who As a concrete reminder for students
submitted their work on Google to understand completion of number
Classroom, they received child-friendly sentences and “take away from”
comments written by the teacher phrases, the teacher candidate will
candidate. The teacher candidate began
continuously circle numbers within
by stating how diligently the student
worked on the assignment, such as, “Great a word problem and highlight the
work today! I see you worked really hard on “take away from” phrase, so that the
your word problem”. The following students are reminded to write a
comments reflected student misconceptions number sentence to see the quantity
or elements that were not included within of a problem and look for clues to
their assignment. For example, “I see that you
are missing your number sentence. determine what the question is
Remember to write out an equation to help asking. For day two’s lesson, the
you solve the math problem.” At this time the teacher will have all word problems
teacher included elements to make their word prepared with identification clues.
problems stronger. The candidate concluded
comments with, “You are doing a great job in
class by submitting your work!”, “You drew
your counters very nicely!”, or, “Your focus
in class shows that you know about word
problems!” As a whole-group, the teacher
candidate provided authentic, face-to-face
feedback to students by stating how much
they appreciate the students work hard and
focusing on today’s math lesson. The teacher
candidate also stated that they loved hearing
students share their work and their peers
being respectful by participating and
listening.

Student 1: Personal, oral feedback was not

given to the student after the assessment due
to large class size. However, the teacher
candidate provided child-friendly, written
feedback. The teacher candidate discussed
that the student followed directions very well,
but they were a strong “take away phrase”.
For example, the teacher candidate wrote on
Google Classroom, “You followed directions
very well. I see that you put a lot of hard
work in your sentence and drawings.
Remember in your “take away from” phrase,
you can write he took two away or the girl
gave seven away. Your writing skills are
improving!”

Student 2: The teacher candidate did not

give the student oral feedback due to large
class size. However, the student shared their
word problem with the class. The teacher
candidate expressed the that the student wrote
a very appropriate problem, but to remember
to draw the counters. On Google Classroom,
the teacher wrote a comment to the student
that their work is always improving. The
student continues to focus and follow
instructions very well. The teacher candidate
reminded the student to take their time on
drawing counters, which will help solve the
problem accurately.
 Lesson Day Feedback Provided
1. State if it is oral or written and
Provide the day and content if it is written what you wrote it
on (i.e. rubric, rating scale,
post it)
2. What you actually said related
to the content
Day 3-Science Whole Class: As students shared their
individual journals with the class during
group discussion, the teacher candidate
provided positive, face-to-face feedback.
The teacher applauded students who
included vocabulary terms, examined
the experiment, and drew their own kite.
The teacher candidate used the
applauding emoji on Zoom after a
student presented. For students who
submitted their work onto Google
Classroom, the teacher candidate
commented that students provided very
detailed work, they followed directions
well, their writing skills are improving,
and that some forgot to include
vocabulary words, but their detailed
pictures showed that they understood the
content. All comments were provided in
a child-friendly manner.
How will you encourage students
to use the feedback?
Include:
1. Type of concrete reminder
2. What the follow-up lesson would
be
Given a 3-2-1 worksheet, the
students would write three things
they learned from the previous
lesson, two things they need to
improve on, and one question they
would answered. This information
would remain in Google Classroom,
which will allow them to access the
information at all times. For lesson
two, the students will create a
whole-group, graphic organizer to
examine pertinent information that
will prepare them for the content
that will be taught.

Student 1: The teacher candidate provided

motivating oral feedback to the student for
drawing a wonderful and descriptive image.
The student’s journaling only included one
vocabulary term, so the teacher candidate
encouraged the student to add another to
strengthen their writing. The teacher
candidate wrote on the student’s submission
to Google Classroom stating, “You drew a
very detailed picture that explained today’s
science lesson. Great job focusing today!
Wonderful job including two vocabulary
terms. Your writing continues to become
more detailed!”

Student 2: Because the student did not share

their work during group discussion, the
teacher did not provide any oral feedback.
However, the teacher candidate explored the
student’s journal entry with many elements.
The teacher was impressed with how much
the student wrote, their detailed image, and
connection to prior learning. In a child-
friendly fashion, the teacher candidate wrote,
“I like how you used a lot of descriptive
detail to talk about today’s science
experiment! You remembered a lot of
important facts. I encourage you to continue
to use more vocabulary terms to strengthen
your writing. I enjoyed reading about you and
your sister flying a kite! Keep exploring!”