FEEDBACK LOG for Formative Assessment

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 or will you encourage

Provide the day and content
State the following:
1. Oral or written
2. What you shared
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

Day1- ELA
W.K.2 Use a combination of
drawing, dictating, and writing to
compose informative/explanatory
texts that name what is being
written about and supply some
information about the topic.
Whole Class- I will provide written
feedback for each child in the class
on their writing journals with
smiley faces and stars to show the
student that they did well, and write
some feedback like “good job” or
“awesome” or “I like the picture
you drew and how you tried to
write some words”. I will read this
to them since they cannot read. If
they did not demonstrate
understanding of the content, I will
put a sad face on their paper and
explain to them why they did not
get a smiley face. I will verbally
explain how they can improve for
next time.
Student # 1- This child needs
concrete feedback so I showed him
a child-friendly rubric with a smiley
face, frowny face, and a sad face to
explain what I was looking for. This
was helpful for him. I verbally
explained what I wrote in his
writing journal and explained why
he got a sad face instead of a smiley
face. I wrote and explained to him
that he did not have a picture that
For the next day's lesson, I would
put a reminder on the board that
shows a period at the end of a
sentence and a capital letter at the
beginning of the sentence to remind
them of the parts of a sentence.
Also, I would put a sentence frame
on the board with it. I would also
remind them to write the sounds we
hear. For this lesson, I would start
with sitting with everyone on the
large group carpet. I would have a
big poster board to write on, next to
the sentence frame. I will give them
an example topic and they will
write about the topic with me. An
example could be about what I like
about school. I will say, “Let’s try
to write the sounds we hear in
words to write a sentence. What
should we always have at the
beginning of a sentence. Yes, a
capital letter. Let’s write together a
sentence with this sentence frame. I
like “blank” in school because
“blank”. They will tell me what to
write by saying the sounds they
hear in each word. After this
demonstration, I will ask the

Day 1- Social Studies
K.9 Civic participation and skills
rules and laws
Content Statement: Individuals
share responsibilities and take
action toward the achievement of
common goals in homes, schools
and communities.
explained his writing. I told him students to go write about what they
that he did well with his drawing like about school with their own
but he could add more to his example. I will use a checklist to
drawing, and he should try to write check for understanding.
something even if it is just a few
letters to explain his writing. He
needs to write the sounds he hears.
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 in detail. I told
her that her writing is getting better
and I love how she drew a picture,
but next time let’s try to write some
words. We can write the sounds we
hear in a word to try our best. It
does not have to be spelled
correctly but I would like to see her
try the best you can to write
something next time.
Whole Class- I will ask each For the next day's lesson, I would
student in the classroom to identify teach them about the individuals
at least two community helpers in that are community helpers in their
the community and what their role schools. I will ask them to explain
is. I will use this as an informal what two community helpers are in
observation to test their their schools and what their roles
understanding and will use a are in the school. The students will
checklist to gather data on how be given concrete reminders of their
many students are demonstrating feedback from the other day by
understanding. Next to the students putting a sentence frame on the
name, I will put a check mark if board. They can either write or
they showed understanding and verbally tell their responses to me. I
answered the question fully. I will will explain the sentence frame as
provide feedback to the students well as have it written on the board.
verbally after my questions are It is “One community helper is
answered. “blank” and their role in school is
“blank”.
Student #1- This child needs
concrete feedback so I showed him
a child-friendly rubric with a smiley
face, frowny face, and a sad face to
explain what I was looking for. I
pointed to the smiley face to show
him that he reached all of the points
that he needed to answer my
questions. Underneath the smiley
face it says, answered the question
fully. I will verbally explain to him
that he got the smiley face because
he answered my question and told
me about the two community

Day 2- Science
K.PS.1: Objects and materials can
be sorted and described by their
properties.
helpers and their roles. I will
explain to him that he did great and
to keep up the great work.
Student #2- I will verbally explain
with detail how the student did. I
will ask explain what she can do
better next time and I will ask her to
repeat to me what we could do to
improve next time. I told her that
she did a great job saying what two
community helpers are but we need
to also say what their roles are. I
told her that next time, I will give
her a sentence frame to use to
answer verbal or written questions
to help her remember what she
needs to answer. For example, “A
community helper is and their role
is…”.
Whole Class- The teacher will use For this lesson, I will give them
an exit slip at the end of the lesson concrete objects to sort by shape,
to collect data from what the size, and color. I will give them
students were able to learn from this different objects that are hard, soft,
lesson. The exit slip will ask the large, small, and in different colors.
students to put an X on objects that I will give a demonstration of a few
do not belong in each group to sort ways it can be sorted. I will give
them by their properties. them an assortment of objects and
The teacher will provide the allow them to try on their own. I
students with feedback verbally as will use a checklist to check for
they complete their learning tasks. understanding. I will give them
When the teacher listens to the concrete reminders of the feedback
students speaking and answering from the other day. I will tape a
questions, the teacher will check how to sort objects reminder on
next to their name if they have a their desks that says “sort by color,
shape, and size” with visuals of
clear understanding, then give them
each on the card. I will remind the
feedback on how they are doing. On
students verbally to say what the
the exit slip, the teacher will
object is if they are struggling with
provide the student with written it to help them sort it.
feedback on their papers such as a
smiley face or frowny face with a
short note.
Student #1: This child needs
concrete feedback so I showed him
a child-friendly rubric with a smiley
face, frowny face, and a sad face to
explain what I was looking for. This
was helpful for him. I verbally
explained what I wrote on the paper
that he completed. I told him that he
should try saying out loud what

Day 3- Math
K.CC.4 Understand the relationship
between numbers and quantities;
connect counting to cardinality
using a variety of objects including
pennies. a. When counting objects,
establish a one-to-one relationship
by saying the number names in the
standard order, pairing each object
with one and only one number
name and each number name with
one and only one object. b.
Understand that the last number
name said tells the number of
objects counted and that the number
of objects is the same regardless of
their arrangement or the order in
which they were counted. c.
Understand that each successive
number name refers to a quantity
that is one larger.
each item is and then determine
which is the item that does not
belong. I will explain that with
practice it will get easier. I helped
him understand what he needs to
work on.
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 in detail. I told
her that she did a great job with
crossing off the object that did not
belong which shows that she
understands how to sort objects by
their properties. I will explain to her
that she should keep up the great
work and we can try a challenge
next time to see how she does.
Whole class- The teacher will use For all of the students, I could tape
an exit slip at the end of the lesson a visual of “touch and count” on
to collect data from what the their desk. It could have a finger
students were able to learn from this touching a dot for touch and 1234
lesson. The exit slip will ask the for count. This would be explained
students to color in a certain to the students and they will also be
number of objects. They must use given a verbal reminder to touch
their “touch and count” technique to and count to determine the correct
count each object and color in the number of objects in a group. For
correct amount. the activity, I would hand every
student snap cubes or counters and
Student #1- This student will we would practice touching and
receive written feedback as well as counting the objects by touching
verbal feedback to ensure that the one and dragging it away as we
student understands what they need counted to determine the correct
to do better next time to improve. I number. After we practice together,
told him that he should remember to I can give them practice on their
always touch the object and say the own to touch and count
number at the same time. I will manipulatives. I will go around with
remind him next time again to use a checklist to check for
“touch and count” when counting understanding for this activity. I
objects, so he does not incorrectly will ask them to show me “10” or
count the objects. “7” for the activity and I will
continue saying numbers for them
Student #2- This student will also to count objects and learn
need both verbal and written one-to-one correspondence.
feedback. She needs detailed verbal
feedback. I told her that she should
remember to always touch the
object and say the number at the
same time, so she does not
miscount. I will explain what I
mean by this and have her count
with me on the paper. I will remind
her to always use “touch and count”
when we have to count something
or we can move the object aside as
we count to show that it was
already counted if it is a tangible
item.