FEEDBACK LOG for Formative Assessment

Name: Jensen Kniska

The feedback you provide to students on your child-friendly 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 concrete
reminders for them each day to help them reflect on what you shared with them the day before (meta-cognition)
(index card with a reminder, poster, a string on their finger with a C attached to remind them to capitalize).

What you are doing in this clinical practice, is what you will b we 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 or will you encourage

Provide the day and content State the following:
1. Oral or written 1.
2. What you shared
2.
students to use the feedback?
1- Name a Concrete Way to Remind
them of their feedback
2-A Learning experience that would
build on their learning

Example DAY 1-LA Whole Class- I provided written 1-I would tape their rubric with my
feedback for each child in the class feedback on their desk to remind
on a child-friendly holistic rubric them of my feedback and
that was explained to them at the encouraged them to look at it during
beginning of the learning segment. the next lesson, OR we created a
Student # 1- This child needs poster from a discussion on day 2 on
concrete feedback so the child- what students need to think about
friendly rubric was especially today related to the content.
helpful for them. I wrote that her
sentence was perfect, now work on 2- The follow-up lesson will be a
your punctuation. writing experience about snow.
Student # 2- This child is a verbal
learner and though she also received
the written feedback, it was
important for me to tell her what I
wrote as well. I told her that I
could tell she was growing in
writing, We will work on making
sense. I gave her 2 examples.

Day 1 of 1- Mathematics 1. Oral 1. The students have a 120

Whole-Class: I provided positive
praise and verbal feedback to the
students according to their
explanations. (“Remember that
there are ten ones in a ten-frame,”)
(The counting sequence is
repeating through the numbers 0-
chart to use to help them
with figuring out how to
count to 120 using tens. It
will help them if they are
losing track. The students
will use the hundreds chart
to help them with
 Lesson Day Feedback Provided
Provide the day and content State the following:
1. Oral or written 1.
2. What you shared
2.
9.) (If you need help finding the
written word for the numeral, take
a look at the part we did on the
animation video.) (A good tip to
remember counting with ten-
frames is to count the number of
ten-frames and add a zero). Each of
the students responded during the
lesson. (Awesome job! I like how
you included tens at the end of that
statement). I always redirected them
properly to the right way to find the
correct answer. (Try that again, you
told me the number that would be 1
more than 80, how about ten
more?) (If you need to use your
hundreds chart as a guide, you
can).
Child 1- I could see that you
understand and are able to count to
900. Can you think of a problem
that would include counting to 900?
Make sure you don’t figure the
answer. Write it on the back of your
worksheet.
Child 2- I like the effort you are
putting in to find how many
counters are in each of the
questions. Double check number 5,
remember that there are ten ones in
one ten-frame. How do we find ten
more on our hundreds chart? Show
me what you get when you are done.
Day 2- ELA/Social Studies (1 of 1) 1. Oral
Whole Class- I provided positive
praise and verbal feedback to the
students according to their
explanations. (Maybe you could
have a responsibility at home,
school or in your community). (I
like your example of a school
responsibility, could you tell me
how you could show how you are
How would or will you encourage
students to use the feedback?
1- Name a Concrete Way to Remind
them of their feedback
2-A Learning experience that would
build on their learning
identifying that moving to
the left will give them one
less than, moving to the
right will give them one
more, moving up a row will
give them ten less and
moving down will give
them ten more. The arrows
and phases are listed as a
poster inside of the
classroom for the students
to use when counting.
Specifically, this will
benefit child 2 because he
will sometimes lose his
tracking for counting
numbers.
2. The next day the students
will be learning about
counting by 1s to reach to
120 while using their
hundreds chart.
1. I would keep the anchor
chart of the reasons we ask
questions and answer
questions on the dry erase
board in the classroom.
Along with that, I would
put the anchor charts for
the question words around
the room to help them with
coming up with their own
 Lesson Day Feedback Provided
Provide the day and content State the following:
1. Oral or written
2. What you shared
accountable for your actions).
(Think back to the story with Lilly,
what did she do to show how she
was accountable?) (Thank you for
using the words from the anchor
chart). Each of the students
responded during the lesson. I
presented information to them that
will guide them to help acquire the
correct answer.
Child 1- Awesome job with your
questions! I could see that you are
understanding the way to write
questions. I want you to come up
with your own questions that you
could ask to get the reason for
something, to understand something
better (clarification), ask for the
meaning of something and
connection to something you
learned. Write a story about a
responsible you have at home.
Child 2- (I worked with him one-
on-one). “I know you are having
some difficulty with understanding
how to write questions. Come to the
gathering table to work with me.
You will only have to do three
questions. I provided some
questions starters for you. Do you
remember what each of the question
starters mean? Okay, we will go
over them while we write the
questions. What would be a good
question to ask Lilly in the story that
starts with “what is?”
What would be a good question to
ask Lilly in the story that starts with
“why does?” Lastly, let’s use “why
did?” Remember what happens to
the beginning of the question and
the end of the question. What do
you need to put?”
Day 3- Science (1 of 1) 1. Oral
Whole Class- I provided
How would or will you encourage
students to use the feedback?
1. 1- Name a Concrete Way to Remind
them of their feedback
2. 2-A Learning experience that would
build on their learning
questions. I would have the
posters around the class
about why we ask and
answer questions. All of
the students would benefit
from the visual reminders
with the posters. They
have the Kindness Wall
outside of their room to
remind them of the
responsibilities that need to
happen at school.
2. Since the integrated lesson
was English Language
Arts, they could come up
with a question to ask
someone about a
responsibility.
The students were focusing
on writing questions in
their grammar lesson the
next day with their mentor
teacher. They will have to
identify questions.
1. The teacher could
show the students the
 Lesson Day
Provide the day and content
Feedback Provided
State the following:
1. Oral or written
2. What you shared
How would or will you encourage
students to use the feedback?
1. 1- Name a Concrete Way to Remind
them of their feedback
2. 2-A Learning experience that would
build on their learning

feedback and positive praise pictures of living and

immediately after the non-living things to
completion of the certain help them with
actions in the lesson. Each of interpreting how the
the students responded and living things acquire
were engaged in the lesson. I resources from non-
went through each of the papers living things. All of
on the students’ desks and we the students need to
went through each incorrect know about how living
thing that the student had on things exist in the
their paper. Some of the them environment.
did not have any mistakes. 2. The students will be
Some of the feedback from learning about living
the lesson. things and what they
(Thank you for your answer, need in order to
let’s think back to the video, survive.
which bird was scooping
food?) (Do you think it would
harder to scoop out the food?)
(Why do you think it would be
harder to scoop out the food?)
(Why is the pointy beak the
better beak?) (It looks like we
might need to start the activity
over again, some of us weren’t
paying attention.)

Child 1- This student is an

advanced learner. She quickly
picks up information and works
efficiently. I would tell her. “I
could see that you understand
that living things survive in
environments that meet their
needs. I would give her a
question to start her thinking
about the next lesson in
science. “Could you draw me
a picture of what you think
living things need to grow and
survive?” “You could pick
any living thing.”

Child 2- I could see that you

understand that different birds
have different beaks which
 Lesson Day
Provide the day and content
Feedback Provided
State the following:
1. Oral or written 1.
2. What you shared
2.
How would or will you encourage
students to use the feedback?
1- Name a Concrete Way to Remind
them of their feedback
2-A Learning experience that would
build on their learning

show how they get their food.

Could you tell me how all of the
animals in the lesson are alike
and different? Could you tell
me how they are the same? The
animals were: elephant, fish and
chimpanzee. I could see that
you are having a bit of
difficulty writing down the last
part of the assessment, do you
want to come talk about it with
me at the gathering table in the
back?