Chantel Bahn Professor Cummins

FEEDBACK LOG for Formative Assessment

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: students to use the feedback?
1. Oral or written 1. Name a Concrete Way to
2. What you shared Remind them of their feedback
2. A Learning experience that
would build on their learning

Lesson 1 – ELA/SS Whole Class- I provided verbal 1. In my slides to the

feedback to students throughout the students, I have specific
lesson and through the chat when instructions to type to me
necessary. in the chat for a writing
Student #1- Student 1 is on an IEP. prompt and explain to
He was given specific instructions, them to type into the chat
along with 2 other students on multiple times throughout
IEP’s to type to me in the chat the lesson.
when they were struggling or when 2. I could see the students
they needed something read to screens through go-
them. guardian and would walk
Student #2- Student 2 does well in them through any steps
reading but was also given special that they were struggling
access to private message me in the with when necessary.
chat when he was struggling with a
concept. He sometimes loses track
of what he is doing/gets easily
distracted so this type of guidance
worked out well for him.
Lesson 2- Science Whole Class- Students were able to 1. A poll is an anonymous,
participate anonymously though a low stakes assessment that
poll. This could help me gauge I can give valid and
where the students were in a low- encouraging criticism and
stakes assessment that I could use feedback on that will not
to give verbal feedback and make students feel singled
encouraging correctives. out. It gives the perfect
I also gave constant feedback opportunity to give explicit
throughout the lesson as the instruction. The same
students worked on the drag and principle applies for the
drop activities and participated in a Kahoot formative
Kahoot. assessment.
Chantel Bahn Professor Cummins

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 1. Name a Concrete Way to
2. What you shared Remind them of their feedback
2. A Learning experience that
would build on their learning

Student #1- Student 1 was put with 2. Being able to participate in

me during small groups where I low stakes assessments
could help him more directly that are engaging and
complete his drag and drop interesting and then
activities by giving extra supports receiving immediate
in reading and when reading the feedback is one of the
writing prompt and writing. most brilliant ways for
Student #2- Student 2 was also put young minds to learn. I
with me during small groups where was very proud of the
I could help him more directly students work during this
complete his drag and drop lesson and the way that
activities by giving extra supports they were able to take my
in reading and when reading the advice and the feedback I
writing prompt and writing. was giving and
immediately apply it to
their in class work and to
their academic knowledge
schema. They proved this
through discussion and
while playing the Kahoot.
Lesson 3- Math Whole Class- Students were given 1. The immediate review of
immediate feedback after the Boom the Boom Cards and
Card Assessment through the helping to show the
review given after all students had students where their
completed the assignment. A lot of mistakes were was very
the class was spent practicing helpful to them. I not only
problems on wipe boards. During gave positive feedback
this time, I was giving verbal praise during this time but also
and correctives to students as we received positive feedback
went. to my feedback. The
Student #1- Student 1 is on an IEP students responded well
but excels in Mathematics. He was and I watched many
given permission to message me “light-bulb”-like moments
with questions in the chat during happen.
the lesson but he did not utilize this 2. This would be a great
privilege. strategy to use going
Student #2-Student 2 is not on an forward for this group. I
IEP but is very low in math. can tell that these
Student 2 utilized his privilege of particular students want to
messaging me several times know how to do things
throughout the math lesson in the correctly. There is a
chat. His questions usually said borderline-competitive
things such as, “Wen I add I git it nature to the learning in
rog” – to which I can verbally reply this class that is healthy.
to him separately. Most times I am Immediate review is
able to decipher what he is saying definitely a strategy for
to me. The system worked well for feedback for online
him and 2 other students. learning that works
Chantel Bahn Professor Cummins

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 1. Name a Concrete Way to
2. What you shared Remind them of their feedback
2. A Learning experience that
would build on their learning

extremely well and I will

be using it again in the
future.