FEEDBACK LOG for Formative Assessment

The feedback you provide to students on your child-friendly 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 concrete
reminders for them each day to help them reflect on what you shared with them the day before (meta-cognition)
(index card with a reminder, poster, a string on their finger with a C attached to remind them to capitalize).

What you are doing in this clinical practice, is what you will b we 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. 1- Name a Concrete Way to
2. What you shared Remind them of their feedback
2. 2-A Learning experience that would
build on their learning

Day 1 – ELA & SS ELA: 1- I would write the students' main

Whole Class- I provided verbal points to remember for future
feedback to the students. As lessons on a personal sticky note.
students finished the assignment, I Then I would give each student
would look through their book their sticky to put with their
quickly to see what ones they got comprehension and reading folder.
right and wrong and mark it down. So, each time they pull that out to
Then I orally went over the answers start a new lesson they will see that
with the whole class and noted ones note and be reminded of what they
that students struggled with more need to do.
and talked about why that could be.
I said number question number 2- A follow up lesson would be a
three seemed to be a challenge for new short story. The students would
many students. Lets reread the be given a checklist of things they
question and the page where the need to find in the story. As the
answer is one and go over in more teacher reads through the story
detail. slowly, the students will follow
Student #1- This student did well along, finding the answers from the
with knowing what the answer was checklist.
without even having to go back into
the book. She did struggle with
actually underlining the whole
answer. Even though I knew she
knew what the answer was she was
going through the book so quick
she forgot to underline parts of
some answers. I verbally told her
 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. 1- Name a Concrete Way to
2. What you shared Remind them of their feedback
2. 2-A Learning experience that would
build on their learning

and wrote it down so she could look

back at it, that I was impressed on
how well you were able to
comprehend the book and
questions, but we need to focus on
slowing down, rereading and
making sure the whole answer is
being underlined. I then also
showed her an example of what I
meant.
Student #2- This student is on an
IEP and struggles with
comprehension and reading. She
does best with going over verbal
feedback multiple times. I told her
that I was very impressed with her
participation and trying her best to
focus and answer the questions. I
think that we should start
practicing our independent reading
more and focus on retelling stories
to help our comprehension.

SS: 1- I would make a big poster that

Whole Class- I provided written has our classroom definition of
feedback to the whole class. Each what a resource is and what a non-
child received this on their papers resource is. There will be examples
when I passed them back out. The with each. This will be hung up in
students had different stuff written the classroom for the students to
on their papers depending on what look at or use when needed.
needed to be said. The main
comment that was on almost all 2. A follow-up lesson would be
students’ papers was to make sure giving the students a scenario; they
you are looking closely at the are stuck on an island. They will
picture and don’t be afraid to ask a have to be creative and come up
teacher if you are not sure what a with as many resources as they can
word or picture is. I want you to that they would need to survive.
have the best chance to get them
correct.
Student #1- This student did well
with knowing the resources that
were in the book but struggled at
some of the extra ones that were not
in the book. I gave this student
written back and said I could really
tell how well you listened to the
book because you got all those
resources in the correct section but
be careful when looking at the other
ones because some of those were
 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. 1- Name a Concrete Way to
2. What you shared Remind them of their feedback
2. 2-A Learning experience that would
build on their learning

tricky. If you are unsure of the

object, please ask next time!
Student #2- This student struggled
to understand the difference
between what a resource is and
what is not one. I gave this student
oral feedback. We discussed what
the difference was, and I said, you
nailed the ones about basic life
needs like water and air versus a
phone or TV, but I think we could
practice more on certain topic
resources like the ones from the
book. I can see how those are
confusing, so we be sure to go back
over them together.
Day 2 - Math Whole Class- I gave the whole 1- On the students' scoring guide,
class written feedback. Each they will be provided with their
student received feedback on their original problems and answers
scoring guide. Each student had along with the feedback. There will
different feedback depending on also be the correct way to solve the
what was needed but the main piece problem in step-by-step form that
of feedback that was used was they can follow along with. The
telling the students to make sure we students will get to keep the guides
remember to write down and show to look back on.
all our work. I see lots of great
work and answers, but I need to see 2- On the follow up lesson we will
EVERY step of how you got those continue to review subtraction
answers. problems using those two
Student #1- This student did well. strategies. I want students to master
They got a perfect score on all the these strategies before moving on to
problems they had to answer. I the next.
provided written feedback to this
student and said very nice job, you
got all of the answers correct.
Although I am glad to know that
you can solve some steps in your
head, please make sure to still write
them down on your paper. This will
help you keep track of what you’re
doing and let me know if you mess
up a problem and how. Great work!
Student #2- This student is on an
IEP and was starting to understand
how to solve one strategy of
subtraction but wasn't catching on
to the other. I met with this student
and gave her oral feedback. I told
her you are doing great on the
breaking apart hundreds strategy.
You were able to get 85% of that
 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. 1- Name a Concrete Way to
2. What you shared Remind them of their feedback
2. 2-A Learning experience that would
build on their learning

question correct which is a huge

improvement from last time. I know
the regrouping strategy has been a
little tricky, just remember that if
the number is bigger on the floor,
we need to go next door. We will
keep working on it!
Day 3 - Science Whole Class- I provided verbal 1- I will have two posters. One
feedback to the students. Each poster will be a visual
student had the opportunity to tell representation of a push with its
me something about push and pull. definition while the other poster has
We first went over the definition for a visual representation of a pull and
a push and a pull and then its definition. These posters will be
discussed how some of pictures hung up in the classroom for
were miscategorized and why. I students to look at and use as help
told the students that you all did a when needed.
good job with the first half of the
pictures. They were easier to 2- The follow up lesson for this will
distinguish because they were be that students will have to come
pictures of a more common way up with their own examples of
something is pushed or pulled. As when they pushed something and
you moved on to the second half of when they pulled something. We
the pictures, you started to get a bit will then talk about students'
confused with some of the more responses and why they are correct
uncommon ways you'd think or incorrect.
something was being pushed or
pulled. We are now going to take a
closer look at those pictures and
discuss.
Student #1- This student was able
to correctly categorize 10/12
pictures. I gave this student written
feedback on their paper that said
nice job! You really seem to
understand the difference between a
push and pull. Just make sure we
are looking closely at the action
being done in those last two
pictures. We will go over why those
two in class.
Student #2- This student is on an
IEP and was only given the first
half of the pictures to categorize. I
gave this student oral feedback and
said I loved your focus while
completing this worksheet. You
were able to correctly place almost
half of your pictures! When looking
at the pictures just remember to
think about the motion and action
being done. Don't be afraid to move
 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. 1- Name a Concrete Way to
2. What you shared Remind them of their feedback
2. 2-A Learning experience that would
build on their learning

your hands in a push or pull motion

to help you visualize it better.