FEEDBACK LOG for Formative Assessment

Lesson Day Feedback Provided How would or will you encourage

students to use the feedback?

DAY 1- ELA Whole Class: I provided verbal 1-I would have students create a
feedback to the class. I reviewed poster guide of what should be
each checklist and picked out some incorporated in general writing. The
things most or all students did well list would consist of complete
on and some aspects they can work sentences, grammar, capitals, and
on as well. I mentioned how the an illustration.
students did well picking out a
good, service, and explaining how 2- The follow-up lesson will be a
it helps someone. Although we can writing activity that focuses on
still work on writing complete goods that grocery stores sell. The
sentences and using capitals and students will practice writing
periods. complete sentences as well as using
Student 1 (A): The child was given grammar and capitalization.
additional feedback. I pulled out
their writing piece with the rubric
and explained to them that they did
a great job tracing the sentences but
missed a few periods. I mentioned
that when we write sentences, we
have to focus on writing but
grammar as well. I had the student
go back and fill in where the
periods are missing.
Student 2 (B): The child was given
additional verbal feedback. I pulled
out their writing piece along with
the rubric. I explained to the student
that the sentences were great, but
we need to focus on capitals and
periods. I showed the student where
the capitals are missing and the
periods and had her fill in or fix
them.
Day 1- SS Whole Class: I provided written 1-I would take a notecard to their
feedback on each student’s scoring desk explaining what a good is and
guide. I mentioned what the a service. I would provide examples
student’s did well on as well as for each as well.
some aspects of the activity the 2-The follow-up lesson could be a
students can work on. four-corner activity reviewing if
Student 1 (A): The child was given something is a good or a service.
written feedback and oral feedback The correct corner will explain why
to further explain what was written. it is a good or a service.
I wrote that he identified all of his
services correctly but mistake some
goods for services. I orally
explained to him the difference
between a good and a service and
explained each mistake.
Student 2 (B): The child was given
written feedback. I wrote that she
 Lesson Day Feedback Provided How would or will you encourage
students to use the feedback?

did a great job but since she

understands the difference between
a good and service to brainstorm
other types of goods and services
that were not listed. I orally
mentioned the feedback as well. We
discussed other goods and services
that were not taught.
Day 3- Math Whole Class: I provided verbal 1-I would tape reminders on
feedback to the class. I mentioned student's desks of the different
what the students did well on, coins and their values. For students
which was teamwork. I provided who are tier 1, I would provide
individual conferencing as well for information on how dollar bills
each student to let them know how create decimals in money.
they did overall. I mentioned a
positive and something they can 2-The follow-up lesson would be
work on as well. adding and subtracting money. Tier
Student 1 (A): The child was given 2-3 students would focus on coins
verbal feedback during the while tier 1 students would focus on
individual conferencing. I coins and money bills.
mentioned that they did a great job
identifying the pennies but will
need to practice the value of them
and the other coins.
Student 2 (B): The child was given
verbal feedback during the
individual conferencing. I
mentioned that they did a great job
identifying the coins and their
values. To further her learning, I
mentioned that money bills will add
a decimal to the cents amount. I
would provide examples as well.
Day 4-Science Whole Class: I provided verbal 1-I would have students create a
feedback to the class. I reviewed poster guide for each phase of the
each student’s checklist and picked water cycle. I would have the
out some things that most or all the students define each phase, draw a
students did well on as well as picture of it, and provide examples.
some aspects that the students
missed and can work on. I 2- The follow up lesson would be to
explained that the students did well observe a rainy day and have the
writing what they observed in their students look outside the window
bags. I mentioned that the students and observe which phase of the
will need to work on correctly water cycle is occurring at that
identifying the water cycle that is moment. The students will point out
occurring in the bag. the other phases that occur one after
another.
Student 1 (A): I provided
additional verbal feedback as well. I
reviewed their observations piece
with the rubric right next to them. I
mentioned that he did a great job
tracing the sentences and putting
Lesson Day Feedback Provided How would or will you encourage
students to use the feedback?

capitals and periods in the

sentences. I explained that the water
cycle form that was occurring in the
bag was condensation. I explained
that we will need to work on
identifying each form of the water
cycle. I stated that we will do that
by practicing and reviewing each
stage of the water cycle.

Student 2 (B): I provided

additional verbal feedback as well. I
reviewed their observations piece
with the rubric right next to them. I
mentioned that she did a great job
writing her observations. She
correctly identified the water cycle
form and used complete sentences.
To extend her learning, I mentioned
for future observations to make a
prediction for each observation to
see which form of the water cycle
will occur next.