FEEDBACK LOG for Formative Assessment
Fall 2020
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.
Students also 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).
Though you are documenting your feedback for each individual lesson (whole class and 2 individual students) and
providing a short reflection on how you will help students use this feedback to continue on their path the next day
(see column 3 below), this is a practice that should be done for all effective teaching. So, make sure you remember
this for your unit as well. However, it will not be written up for your unit due to time constraints in grading the e-
portfolio.
Lesson Day Feedback Provided How will you encourage students
Provide the day and content 1. State if it is oral or written and to use the feedback?
if it is written what you wrote it Include:
on (i.e. rubric, rating scale, 1. Type of concrete reminder
post it) 2. What the follow-up lesson would
2. What you actually said related be
to the content
Day 1- I provided verbal feedback while This is a great opportunity as a
Language Arts and Social Studies the students were completing the class to create a chart that can be
graphic organizer. After the put in the front of the classroom on
students turned in the work, I the key details from the lesson.
provided written feedback directly
onto the graphic organizer. These After looking at the assessments
comments were of praise for the completed by the students, I would
student’s good work and supplied figure what steps to take next.
more examples for the student if Tomorrow, we will continue to
needed. work on finding the main idea in
Student #1: the story and that they can refer to
For student #1, when they raised the feedback on their graphic
their hand that they were finished, organizer.
we had a discussion on their work.
This was when I was able to help
the student read through their work
as they explained their reasoning
for what they selected. During these
small little prompts of “good”
“great job” tell the student to keep
explaining and “I can tell that you
tried your best on this and
focused on the instructions on the
main idea of a story!”
Lesson Day Feedback Provided How will you encourage students
Provide the day and content 1. State if it is oral or written and to use the feedback?
if it is written what you wrote it Include:
on (i.e. rubric, rating scale, 1. Type of concrete reminder
post it) 2. What the follow-up lesson would
2. What you actually said related be
to the content
Student #2:
For student #2 he brought me his
work and I was able to tell the
student very good job on this, how
did you find the main idea? This
then led the student to explain to
me his steps that he took to find the
main idea in the story.
Day 2- The students received written The reminder that would be used in
Math feedback on the rubric they were this content area would be to tape
shown by the teacher before the rubric to the student’s desk as a
completing the assessment. constant reminder what they are
Student #1: expected to do.
For student #1 the rubric was
brought back to the student and it Tomorrow we will use numbers
was discussed with them to create a above 7 that can be placed into
mutual understanding of what the groups and objects. The students
student needs to work on. The will have the rubric placed on the
teacher instructed that he student front board as a constant reminder
should practice writing out her
work so we can check where she
could have made an error in her
math.
Student #2:
For student #2 he demonstrated a
mastery skill in his concepts and
the teacher showed him the rubric
right next to his work. The teacher
then challenged the student to try a
problem that is harder than the ones
the class worked on yesterday. The
teacher said Here is a problem
similar to what we worked on
yesterday, I want you to show me
how you would solve for this real-
world problem”
Day 3- The students received a post-it note The concrete reminder for the
Science written response to keep at their students will be a chart made of
desk while the students are working written examples that the students
for a reminder. can come up with as a class
Student #1: discussion.
Student #1 received two post-it
notes that told the student her Tomorrow, we will continue to
strengths and then provided some work with different examples on
extra examples on the state of the sates of matter. The students
matter for the student. I wrote to will be reminded to check the chart
Lesson Day Feedback Provided How will you encourage students
Provide the day and content 1. State if it is oral or written and to use the feedback?
if it is written what you wrote it Include:
on (i.e. rubric, rating scale, 1. Type of concrete reminder
post it) 2. What the follow-up lesson would
2. What you actually said related be
to the content
her that her definition of the states that was created for a reference.
of matter was perfect
Student #2:
Student # 2 was provided with a
post-it note reminder to
“remember when you are writing
complete sentence, use
capitalization and punctuation”
This note can be taped to the
student’s desk as a constant
reminder, especially when writing
for language arts.
