FEEDBACK LOG for Formative Assessment

How would or will you encourage

Lesson Day
students to use the feedback?
Provide the day and
1- Name a Concrete Way to Remind
content
them of their feedback
2-A Learning experience that would
build on their learning
Whole class- The whole class was 1.) As a class, we could make
given verbal feedback throughout a short O and long O
the assessment. I would say “I chart with example
noticed that you were confident in words under each. This
you answer being short O, good
would be great for the
job”. I would also say “I like how
students that struggle to
you took the time to think about it
instead of following your peers”. If remember what sounds it
the student was struggling to make makes. Examples words
any decisions on crossing the river, I with pictures will help
would provide prompting and students break down the
corrective feedback. I also provided sounds to see what
the students with written feedback sound the O makes. This
on their scoring guides. I left chart will be hung for all
comments of what they did well and the students to see.
notes of what I observed. For 2.) The students will have
example, “I noticed that you didn’t another lesson on short
follow your friend, you made your and long U. They create a
DAY 1- ELA
own choice to cross the river”. short and long U chart
with examples and
Student 1- This student struggles pictures to help them.
tremendously on his own. With this,
I gave oral and written feedback. He
needs oral and written feedback
because he is both a visual and
verbal learner in order to stay
focused. I provided notes on his
scoring guide that stated, “Good job,
you were a focused learner”. I also
stated, “I love how you were able to
complete problems with prompting,
next time let’s see if you can try one
by yourself”.

Student 2- This student can be given

verbal or written feedback because
 she understands both without any
explanation. I provided her with
written feedback and an individual
conferencing to see if she had any
questions and to further explain my
comments. I left a comment stating,
“Good job taking the time to figure
out short and long O”. I also stated
“I like how you did not pay attention
to your peers around you at all. It
allowed you to make your own
decisions”.

Day 2- Math Whole class- The whole class was 1.) The students can
given oral feedback without the create a sticky note
game. The students were give with their feedback.
feedback such as “Good job, I like The students lacked
how you thought about it before
automaticity and had
moving to a side or the middle”.
to think for a while.
Some students seemed to rush
through the questions, causing them With this, the students
to get it wrong. With this, I would can write what <,>, and
give the students corrective feedback = all mean. They can
like “Think about it before you keep this on the corner
move, you don’t need to rush”. The of their desk.
students will also receive written 2.) The students will have
feedback on their rubrics to read another lesson on <,>,=
individually. This is the same with bigger numbers.
comments that were given orally They can use the sticky
during the assessment. note to help with what
the symbols mean.
Student 1- This student struggles on
every tasks and needs prompting to
complete his work. I gave him
verbal feedback stating, “I like how
you work with me and answered
some questions correctly”. However,
he struggles to be a focused learner.
I told him “I’m glad that you
enjoyed this activity, but next time I
want you to pay attention more and
calm your body”.

Student 2- This student is always

 focused and the first ones to
complete assignments. With this, I
gave her written feedback on her
rubric that articulated “Good job
focusing on the content and working
hard towards the correct answers. I
like how you are quick with your
math facts”.

Day 3- Science Whole class- The whole class was 1.) The students
given written feedback through the struggled to
scoring guide. Through the written understand the
feedback, the students received difference between
individual conferencing with the
solid and gas. The
teacher. I provided the students with
students can keep a
written feedback and verbally
explained the comments. I stated science folder with
what objects I saw them correctly solid, liquid, and gas
match and what I saw them seem to examples of Earth
struggle on. I stated, “I saw that you on it in three
were able to correctly match a solid, different sections.
good job”. I also explained how they The students can
could sort next time. For example, glue this on the
doing all liquids of Earth, then cover of their folder
solids, etc. so it easy to find.
2.) The students will
Student 1- This student was given have another
verbal feedback. He understand activity of matter
more if it is verbal feedback and not and different forms
just written down. He tends to lose of water. They can
the paper that has notes on it. He did use the examples on
not complete anything during this
the folder for
assessment because he was very
prompting and
distracted with his peers and would
not work with prompting. I remembering the
articulated “You were not very difference between
focused on this lesson, next time a solid and gas.
let’s try to work with me and not pay
attention to your peers sitting next to
you”.

Student 2- This student did very well

on sorting the solids and liquids of
Earth, but struggled with gas forms.
 With this, I provided her with verbal
feedback throughout the assessment
that stated “Good job on sorting the
solids from the liquids, now are
there some water features of Earth
that we could move to gases?
Relook at you solids”.

Whole class- The whole class was 1.) As a class, they can keep
given verbal feedback based off of a timeline of the months
the checks they received. The things of the year on the wall.
that the students seen with check The students can look
marks were positive feedback. For
back and see what
example, I articulated to one student
month starts the year
“I like how you took your time to
rearrange any months that were out and which month ends
of order”. the year.
2.) The students will have
Student 1- This student was given another assignment
verbal and written feedback. I put using the months to
stickers instead of check marks to determine what months
show him what he did well. I stated, were in the past and
“I gave you a sticker here because what months are in the
Day 4- Social Studies you worked very hard with me and future months. They can
stayed focused”. Next, I discussed use the timeline of the
“You only completed half of the months to prompt them.
months, next time, let’s try to put
two months in order by ourselves”.

Student 2- I provided this student

with written feedback. She is
capable of reading on her own and
understanding. I left check marks
and notes. The notes stated, “I like
how you were able to identify the
first and last month and then filled in
the rest”.