FEEDBACK LOG for Formative Assessment Fall 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. How you help them use it is also critical and includes concrete reminders,
PLUS the learning experience to use the feedback. Students 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). What you are doing in this clinical
practice, is what you will be doing the rest of your career. It should become part of your daily
practice and be included in your unit week, though not recorded.

Lesson day Feedback provided How would you or will you

Provide the day and content State the following
1. Oral or written
2. What you shared
Tuesday October, 13th Whole class: The whole class
LA/SS worked on the problem-
solving scenario graphs as a
Day-1 whole class so I gave a lot of
positive feedback for
participation and for coming
up with great solutions.
Student #1: Student 1 has
great partition and so I called
on him to share his problem-
solving sentences for a couple
of the examples throughout
this lesson. He was happy to
share what he wrote with his
peers. I thanked him for his
participation and told him
that he had a great solution.
encourage students to use
the feedback?
This class tends to have a
couple students who liked to
participate and a couple who
do not so I like to give
positive feedback and thank
student for participation over
zoom to encourage other
students to participate as well.
For student 2, I intend her to
use that feedback to hopefully
come bac to zoom and
participate with the class.

Student #2: Student 2 kept

getting up and out of her
zoom camera. I would tell her
to get back in her camera and
to stay seated during class
time so she can pay better
attention.

Thursday October, 15th Whole class: I will give the I would encourage the student
Science students positive and to use this feedback to
reinforcing feedback about participate. More often. I am
Day-2 their answers. The graph is positive with the feedback to
asking them to compare and encourage more participation
contrast on the graph and in the classroom.
acted as the recorder so the
students can see the sentences
and copy them down as well.
The few students who gave
incorrect helped them find the
correct answers so they can
come up with the answer
themselves still but I be
helped them get there. I was
also positive to the students
who were wrong while still
correcting them to not
discourage other students
from answering.

Student #1: Did a great job

with this graph. I will give his
positive feedback orally over
zoom. One example is that he
said baby frogs are tadpoles
and adult frogs are not. This
was wonderful had I was so
proud he remembered the
word tadpole form the padlet.

Student#2: Student 2 left the

zoom class early and logged
off before this lesson.
Friday October, 16th Whole class: I have my I expect the students to use
Math students’ positive feedback this feedback to hopefully
for doing their work and give themselves honest
Day-3 being in their cameras and for ratings in the future if they
giving themselves what I have another self-assessment.
thought seemed to be honest
rating, they rated themselves
ratings that I expected those
students to be at. I thanked
my students for paying
attention and for

Student #1: I gave this

student positive feedback for
being in his camera with her
materials and doing his work.

Student#2: I gave this student

a lot of positive feedback for
being in her camera with her
materials and doing her work.