FEEDBACK LOG for Formative Assessment

Fall 2019
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. 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 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).

What you are doing in this clinical practice, is what you will be 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

Provide the day and content State the following:
1. Oral or written
2. What you shared
Day 1: Math Whole Class: I provided oral
feedback to the students on their
four equations. The students were
to write four equations, two
addition and two subtraction while
looking at their domino to make a
fact family. As the students were
working, I went around and
provided oral feedback as if the
students needed to fix something or
not. Once the students were correct
with all four the students were able
to glue their four pieces of
construction paper together to make
a big square.
students to use the feedback?
With this lessons feedback, I gave
oral because the students were
learning and reviewing as they were
writing their equations based on
their dominos. This was a do and
learn activity. Hoping they learned
from the mistakes they made the
first couple times to comprehend
what a fact family was and why the
domino was incorporated. The next
time they would do this, they would
put out the square they glued
together to refer back to as “notes.”

Student #1: This student was very

confused while looking at his
domino and trying to write an
equation. The teacher had to help
the student look at the fact family
anchor chart to remember that there
are only three numbers that are to
be used. The student then tried
again on his own. After he only was
able to get the addition equations
correct, I said to the student, “Think
with subtraction, the biggest
number is always the first number
in the equation.” When I came back
to him he then had the correct
equations.
 Lesson Day Feedback Provided How would or will you encourage
Provide the day and content State the following: students to use the feedback?
1. Oral or written
2. What you shared

Student #2: This student was able to

Day 2- Language Arts/Social
Studies
do it on her own without any help
or guidance. On the first try, the
student had all four equations
correct without having to fix
anything. I gave her feedback by
saying, “I really like how you
worked hard to write four equations
that all match together to make a
fact family.”
Whole Class: I provided oral or With this lessons feedback, I want
written feedback on the student’s all the students to learn from their
sentence strips by correcting them mistakes, whether it was written or
on what they need to fix or by verbal feedback. Students who
drawing a star if everything was forget parts of writing a sentence
correct. The students know what can look back at this paper and
stars mean because the teacher uses remember what to do by looking at
it in the classroom all the time. the mistakes fixed and what they
wrote.
Student #1: The child is a visual
student. This student followed
along with the lesson and used the
sentence strip for help as a starter.
He wrote a sentence retelling what
the families needs in the story were.
The student received a star on his
paper and I also wrote, “Great
sentence, lets work on spelling the
words correctly now.”

Student #2: This is a very bright

student and works well
independently. She needs oral
feedback rather than visual as she is
an auditory learner. She wrote a
sentence with zero spelling
mistakes and retold what the
familys needs in the story were. She
received a star on her paper, and I
verbally said, “Good job writing
your sentence, you spelled every
word perfectly. The only thing is
you need to capitalize the very first
letter in the sentence.”
Day 3- Science Whole Class: I provided written With this lessons feedback, I want
and oral feedback to the students by all the students to learn from their
correcting their sentences. If they mistakes, whether it was written or
did not need fixed the students verbal feedback. Students who
received a star on their paper just forget parts of writing a sentence
like their other sentence strip in can look back at this paper and
language arts/social studies. remember what to do by looking at
 Lesson Day Feedback Provided How would or will you encourage
Provide the day and content State the following: students to use the feedback?
1. Oral or written
2. What you shared
the mistakes fixed and what they
Student #1: The student followed wrote. They also can be encouraged
along with the lesson on learning by the star or comments written on
the characteristics of the sun. When their paper.
it came to writing the sentence, he
could not remember anything that
was taught through the lesson. He
wrote the sentence starter “The sun
is” but did not finish it and turned it
in. The student was asked to stay
inside for recess until he finished it.
He then wrote, “The sun is yellow.”
I gave him a star on his paper
because that is a sentence and
matches the suns characteristics,
but I also wrote, “We need to try to
write a longer sentence next time.”
This way he knows that he needs to
challenge himself when writing
sentences.

Student #2: This student is an over

achiever. She was provided written
feedback. As the student was
writing the sentence on the suns
characteristics, she asked if she
could write another sentence if
there was still time left over. This
student ended up writing a total of
three sentences. When turned in, I
not only gave her a star because
nothing was wrong with her
sentences, but I also wrote on her
paper, “Way to be a hard worker.
Keep it up.” This way it would
encourage her to keep doing what
she did here.