Kylie Kuhn
FEEDBACK LOG for Formative Assessment
Lesson Day Feedback Provided
encourage students to use the
Provide the day State the following:
and content 1. Oral or written
2. What you shared
Day 1: Whole Class:
- I provided various forms of
ELA feedback to the whole class. The
first form of feedback was
written on a child friendly rubric
that was presented to them prior
to the assessment. We carefully
went over the rubric and what
each point came from, and how
their final score will be
calculated. Additionally, I
provided various forms of
verbal feedback throughout the
lesson during the slides,
interactive read aloud, anchor
charts, etc.
Student #1:
- For Student 1, I provided him
with various forms of feedback,
but it focused on more verbal
feedback. To complete the
assessment, he was pulled into
small groups where he received
verbal feedback and orally
given directions and answers.
Additionally, he was presented
with the child friendly checklist
scoring guide and we went over
his test together verbally. On his
test I wrote that his verbal
answering and comprehension
was good, we just need to more
directly work on his written
answering and sentence
writing. I also provided him
with graphic organizers to help
How would or will you
feedback?
1. Name a Concrete Way to
Remind them of their
feedback
2. A Learning Experience
that would build on their
learning
1) A concrete way to remind
them of their feedback is to
provide them with a copy of
the student friendly
checklist/rubric so that they
can look at it and check
their work. This makes
them directly aware of their
work, requirements, and
develops self assessment
strategies. Additionally, we
can make posters as a class
to help them remember the
heart of a story (anchor
chart we completed) and
how to use it to identity
lesson or morals in a story.
2) A learning experience that
would build on their
learning could be a follow
up lesson about detecting
more lessons and morals in
stories. We could follow the
same routine but examine it
with different passages and
maybe story books.
Additionally, I could send
students home with a list of
books to read (if available
to them) and see if they can
detect the lesson or morals
in them.
 do so.

Student #2:
- For Student 2, I provided her
with both verbal and written
feedback. She seems to be more
of an auditory learner (and
utilizes visuals), so after grading
her test with the child friendly
scoring guide, I provided her
with oral feedback and read
what I wrote on her test as well.
I told her that I could tell that
she can identify the lesson or
moral of a story pretty well, but
we will still work on creating
sentences that defend our
answers more clearly. I wrote
an example defending my
answer.

Day 2: Whole Class: 1) A concrete way to provide

- Each student was provided with
Social Studies instant oral feedback upon
completion of the boom cards
sets, as it tells them whether
they were right or wrong. After
their submission of the boom
cards, I would provide written
feedback on child friendly
scoring guide rubrics where
written feedback is provided.
Oral feedback can be presented
when the boom card
submissions are complete.
Student #1:
- For Student One, I provided him
with various forms of feedback.
As he completed the
assessment, he would use the
audio text to speech feature with
headphones to read the passages
and options for him, and to
complete the assessment he was
provided with graphic
organizers and anchor charts to
remind him of what respect and
responsibility means, and how it
can be shown in scenarios.
Upon his completion of the
boom cards sets, I filled out the
student friendly scoring guides
with him and orally give him
feedback to the whole class
could be through the
automatic feedback on the
boom cards sets and a copy
of their scoring guide to
keep as a reminder.
Additionally, we could
always create our own set of
boom cards as a class to sort
between what is and what is
not responsible and
respectful, and post this in
the classroom or in our
digital google classroom.
2) A learning experience that
could build on their learning
could be completing more
sets of boom cards that
practice learning and
identifying respect and
responsibility in different
scenarios. This can allow
them to example real life
scenarios so that they can
identify this and practice
them in real life.
 feedback and read the written
feedback to him. I wrote that he
did a great job understanding
what it means to show respect
and be responsible. Let's work
to be sure we show these skills
in real life and in the
classroom as well. Great job!

Student #2:
- To provide Student Two with
feedback, I gave her both verbal
and written feedback, with an
emphasis on verbal feedback.
Together, we went through
scenario by scenario, alongside
the completed copy of a student
friendly scoring guide for the
assessment, and went over each
scenario she got wrong. As this
feedback was written on her
paper, we went over it more
deeply verbally so that she
could more deeply understand
the feedback. An example of
something I wrote was You did
a great job identifying respect,
let’s work more closely at
identifying responsibility and
how to take accountability for
our actions. I then provided her
with examples for the ones she
got wrong/struggled with.

Day 3: Whole Class: 1) To provide the students with

- Each child in the class was
Math provided written feedback on a
child friendly scoring guide.
The scoring guide was
presented to them and
elaborated on prior to the
lesson. Additionally, I provided
various forms of feedback
throughout the lesson, such as
through the google slides
presentation, group shape
sorting, and 2D/3D shape
scavenger hunt.
Student #1:
- To provide feedback to this
student, I pulled him into small
groups to complete the exit slip.
While doing so, I was able to
read him the shape name and
a concrete way of reminding
them of their feedback, I
could provide them with the
specifically aligned child
friendly scoring guide, and
their completed version.
This can encourage them to
look back at their work and
see what they could do
better. Additionally, I could
provide them with graphic
organizers/anchor charts
that can aid them in the
process.
2) A learning experience that
would build on their
learning could be a real life
 what the attribute they were
tasked with finding was.
Throughout the completion of
the assignment, I provided him
with lots of verbal feedback and
progress monitoring.
Additionally, I filled out a child
friendly scoring guide that
contained written feedback. I
wrote that he showed strength
in identifying 2D shapes, but
we will work on strengthening
our abilities in identifying 3D
shapes and their attributes.
shape scavenger hunt. A
follow up lesson could be
finding items that represent
2D and 3D shapes in the
classroom/at home. They
can travel the room and
analyze the items and their
shapes, to connect to real
life.

Student #2:
- To provide feedback for Student
2, I provided her with both
written and verbal feedback, but
more verbal feedback. Prior to
the completion of the exit slip, I
provided her with a copy of the
student friendly scoring guide
so that she can use it to check
her work, and we verbally went
over it as well. Upon her
completion of the exit slip, I
completed a scoring guide for
her with written feedback, and
we went over it together. I told
her that she’s doing great with
identifying 2D and 3D shape
names, but we need to work
more closely on identifying the
attributes of shapes (vertices,
edges, faces, sides, etc.) I
provided her with 2 examples
and a cheat sheet of what
vertices, sides, faces, and edges
are.

Day 4: Whole Class: 1) A concrete way to remind

- As a whole, the class was
Science provided with various forms of
feedback. For instance, oral
feedback was provided before,
during, and after the lesson.
Additionally, the students
received written feedback on
their completed child friendly
scoring guides that lists an
individualized strength, need,
and an intervention in the notes.
the students of their
feedback could be to put a
“Shows and Grow” Paper,
where it directly shows the
skills they show strength in,
and skills they need to grow
in, and examples. This
could be taped to their desk
or attached to their
completed assignment, and
kept as a reminder.
Student #1: 2) A follow up lesson to build
- To aid Student 1 in completing on their learning could be
the sorting assessment, I pulled another lesson about how
into a small group setting where force affects the motion of
I could directly work with him. an object. The students
Here, I read the activities to him could then move onto
and reminded him of the pushes and pulls, and how
category names. Additionally, they function with friction.
he was provided with graphic This could be done with
organizers to aid him in the experiments/centers based
process of completing the exit activities.
slip. Throughout various points
of the completion of the exit
slip, I provided him with verbal
feedback. Additionally,
following his completion of the
assignment, I showed him the
completed scoring guide to
provide a concrete visual of his
work and gave him oral
feedback. On his scoring guide,
I wrote that he did a great job
in identifying real life things
that you can push or pull. Let’s
work to identify more things we
can directly isolate to push and
pull.

Student #2:
- To provide Student 2 with
feedback, I provided her with
oral and written feedback. To
aid her in the process of
completing the sort, I provided
her with graphic organizers that
remind her of pushes and pulls.
Following her completion of the
sort, I had her completed
student friendly scoring guide
and I set up a “scientist
conference” with her, where I
went over her written feedback
with her, as she does well with
verbal feedback. On her scoring
guide, I wrote that she did a
great job analyzing pushes and
pulls. Let’s work together to
find things in real life that we
can push and pull, and put
those into sentences!”