FEEDBACK LOG for Formative Assessment

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

DAY 1- Whole Class-I provide written feedback to each
student on their opinion piece at the end of the
ELA/SS lesson which they were given back the next day.
Whole class was also provided feedback when
walking around the room as students did
independent work.
Student # 1- Student was reminded to press
harder on the paper so that his writing wasn't so
wispy and hard to read. This student was also
given written feedback about their hard work and
about the volume of their writing.
Student # 2- This child had a hard time getting
work done so student received positive verbal
feedback very often. Student seems to do better
staying focused when she is constantly watched
over. For example when student was not starting
to write response TC told student they can do it
1- I would use the opinion graphic
organizer posted in the classroom
to remind students of the steps of
their writing since many students
skipped providing reasoning all
together when writing an opinion
piece about rules in school.
2- The next lesson students will
continue writing an opinion piece
and start by filling out a graphic
organizer to make their writing
stronger and more organized.
 and asked what the student wanted to write and
helped start with her.

Whole class- Students were given verbal praise
Day 2 when volunteering to help TC figure out
problems using base ten blocks. While students
MATH were doing partner work TC went around the
room and reminded students of their job they
were to do and provided feedback when
students were struggling to find answers. TC
also gave feedback on partner work papers after
collecting.
Student #1- Student had to be verbally
reminded to work with a partner and not to get
too loud. Student also received verbal feedback
for doing a good job adding 100 to the number
468. After lesson students received verbal
feedback on their paper and got a sticker for
getting most of the answers right.
1- Visual aids could be used on
students to remind students to do
their job. On their desk would be a
taped strip that reminds them to try
their best, check their work, raise
their hand and to participate.
2- Students worked on adding and
subtracting 10s and 100s from a
three digit number. To further this
students will be asked to add and
subtract from larger numbers.

Student #2- Student was not in the classroom

during this time since she made the green team
(school incentive). Student came back for the
last few minutes of lesson.

Whole class- While conducting experiments

Day 3 students were reminded to not get too loud and
to stay in their own personal spaces. Students
SCIENCE were praised for their hard work on their 1- floor dots could be used to
observation notes as well as received written students to sit on to remind them to
feedback. stay in their own personal areas
since students had to be reminded
Student #1- Student received verbal feedback multiple times during experiment.
about their amazing illustrations on their
observation sheet. Student was also praised for 2- To further students' experience,
correctly using the tools while conducting the students can engage in more
experiment. experiments testing different types
of forces.
Student #2- Student received verbal feedback
while conducting the experiment and was
redirected to do the experiment the right way.
Student received written feedback on
observation notes and was reminded that
magnetic force is non contact force since the
magnets are not touching.