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feedback log-spring 2017 for formative assessment 8-13

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FEEDBACK LOG for Formative Assessment Spring 2017 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
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  FEEDBACK LOG for Formative Assessment Spring 2017 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. inde# card with a reminder$ poster$ a string on their finger . Though you are documenting your feedback for each individual lesson whole class and % individual students and  providing a short reflection on how you will help students use this feedback to continue on their path the ne#t day see column & below $ this is a practice that should be done for all effective teaching. So$ make sure you remember this for your unit as well. 'owever$ it will not be written up for your unit due to time constraints in grading the e! portfolio$. Lesson Day (rovide the day and content Feedback Provided 1.State if it is oral or written2.If it is written what you wrote it on (i.e rubric, rating scale, post it)3.What you said; strengths and weanesses How would or will youencourage students to use thefeedback?Example  )AY *!LA+ provided written feedback on achild!friendly holistic rubric thatwas e#plained to them at the beginning of the learningsegment.Student , *! This child needs concrete feedback so the child!friendly rubric was especially helpful for them. + shared that he had a capital letter and periodat the end!-reateeping working on the sentence making sense.Student , %! This child is a verbal learner and though she also received the written feedback$ it was important for me to tell her what + wrote as well./Your sentence makes great sense. 0emember about  punctuation and capitali1ation.2+ would tape their rubric withmy feedback on their desk toremind them of my feedback and encouraged them to look atit during day % lesson$ OR wecreated a poster from adiscussion on day % on whatstudents need to think abouttoday related to the content.  Lesson Day (rovide the day and content Feedback Provided 1.State if it is oral or written2.If it is written what you wrote it on (i.e rubric, rating scale, post it)3.What you said; strengths and weanesses How would or will youencourage students to use thefeedback? )ay *!LA3SS+ provided both verbal and written feedback on notecards that were read to the students. This feedback was based on a sentence that the students wrote about why they think 4uestioning during reading helpswith comprehension.Student ,*! This student easily comprehends what is read and rarely asks for help in reading. 'er sentence that she wrote was that /4uestioning helps you to get more information about a te#t.2 + wrote on her notecard that her sentence was great and that she is right about how 4uestioning helps you to get more information. + also told her to always remember to ask 4uestions about everything that she reads. Student ,%! This student is on an+5( and has difficulty with reading comprehension. 'e does better when te#t is read aloud to him. For this reason + wrote his feedback on a notecard to place on his desk as a physical reminder$ but + also read it aloud to him to ensure that he understood it. 'e wrote that /4uestioning helps to understand better.2 + wrote that his sentence was right and that itdoes help us to understand what we read better. + wrote a reminder for him to remember + would tape their note cards on the corner of their desks as a visual reminder of how important it is to ask 4uestions while you read. The students have time during 0eading Workshop to silently read and + would remind them of the notecard during this reading time on day % and beyond. Theycould also take this lesson into their everyday readings and write 4uestions about what they6re reading in a 7ournal.  Lesson Day (rovide the day and content Feedback Provided 1.State if it is oral or written2.If it is written what you wrote it on (i.e rubric, rating scale, post it)3.What you said; strengths and weanesses How would or will youencourage students to use thefeedback? to keep asking 4uestions about what he reads.Whole class! The rest of the class had good responses such as$ /4uestions help you learn more details$ they help you to dig deeper into the book$ and that they help you to think more about what you don6t know.2 + walked around as the students wrote their responses and gave verbal feedback about what theywrote. + told them that their sentences were well thought out and that some were very good asthey tied in previous lessons about details in te#t. + gave  prompts to some students to get them started with their writing.)ay %!8ath+ provided both verbal and written feedback on notecards that were read to the students. This feedback was based on a scaled bar graph that the students created. The different  parts of a bar graph were discussed in the lesson and the creation of a bar graph was modeled. The students were to include a title$ labels$ and bars that were correctly placed on thegraph according to the scale.Student ,*! This student usuallycompletes work 4uickly and without having the directions repeated to her. She correctly labeled the bar graph$ gave it a + would tape the notecard for Student ,* to her desk where she would be able to see it as a reminder to keep up the good work. + would give the notecard to Student ,% and read the card together. + would then put a  piece of tape on it so that he could tape it to his desk as a reminder.)uring their 9umber :orner activity the ne#t day the studentswill work on pictographs. + will refer back to the notecards for the two students and remind the rest of the class of my verbal feedback given the day before about the parts of a graph and  Lesson Day (rovide the day and content Feedback Provided 1.State if it is oral or written2.If it is written what you wrote it on (i.e rubric, rating scale, post it)3.What you said; strengths and weanesses How would or will youencourage students to use thefeedback? title$ and measured the information given with the bars. + wrote on her notecard that she did a nice 7ob on including a title$ ice cream flavors$ and bars that were drawn correctly. + alsotold her that her work was done very neatly. + reminded her that she could put tick marks on the y!a#is to check her accuracy of where the bar was drawn.Student ,%! This student6s bar graph was missing the title$ but he included labels and the bars were drawn accurately. + wrote this student6s feedback on a notecard and read it to him sincehe does better with comprehension when somethingis read aloud to him. + wrote that he drew the bars on the graph to the correct number and that he did a good 7ob. + also wrote a little reminder to not forget to include a title when he creates a graph. Whole :lass! The rest of the class created their bar graphs with titles$ labels$ and bars. + walked around and observed as they were creating their graphs and gave verbal feedback duringthe process. + reminded the class about the parts of the graph that we created together and told them to ensure that theyare including each part.how we measured data.

Expander 2015

Aug 22, 2017
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