FEEDBACK LOG for Formative Assessment

Spring 2020
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
students to use the feedback?
1. Name a Concrete Way to
Remind them of their feedback
2. A Learning experience that
would build on their learning

Whole Class- The whole class did
Day 1- Math well on the perimeter and area exit
ticket. Most students got 2 out of 3
questions correct. The one that
most of some of them missed the
most was finding the area. Where
students went wrong is that they
added the two numbers instead of
multiplying it. On the exit ticket I
provided feedback when I saw their
work by saying “I love how you
showed your work, great job!”. I
also gave the students that put the
measurements correctly extra points
and said that I am glad to see that
they put that. When I handed them
the exit tickets back I verbally
provided feedback to the whole
class. “You all did so great on your
exit slips! I am also tremendously
happy that some of you put the
measurements. Remember 3rd grade
we always have to put our
measurement”.
Whole Class- In the next lesson on
area and perimeter, the students will
make shapes using a geoboard. This
could help the students with finding
area and perimeter by counting the
square units.
Student 1- The student showed that
he know how to find area and
perimeter on quadrilaterals. Now he
will move unto finding the area and
perimeter of other shapes.
Student 2- This would allow the
teacher to see if the student did not
do well on the exit ticket because
they were spaced out or because
they struggle with the content.

Student 1- This student is actually

very good at math and he was one
of the students that got all the
answers correct. He did miss on
 Lesson Day Feedback Provided
Provide the day and content State the following:
1. Oral or written
2. What you shared
How would or will you encourage
students to use the feedback?
1. Name a Concrete Way to
Remind them of their feedback
2. A Learning experience that
would build on their learning

putting the measurements for his

answers. I told him that he did a
great job showing the work for his
answers, but he needs to remember
to just bring those measurements
down from the numbers of the
problem.

Student 2- This student only got

one question correct, that being the
finding the perimeter one. I notice
this student spacing out while doing
the exit ticket and I believed she
rushed it at the end. I verbally told
her “that she needs to focus more
on her work because I know she is
capable of multiplying and adding.
That’s basically what she had to
do”.
Whole Class- The students did a
Day 2- Science great job labeling objects that were
solids. The students struggled with
some objects that were gasses,
labeling them as water like steam.
As they came up and tried to sort
the objects the teacher provided
verbal feedback. “Great job, a
pencil is a solid, if it was a liquid
we wouldn’t be able to pick it up
without own hands”.
Student 1- When this student came
up he stood for a while thinking
where ice would go. The teacher
helped him by asking him what he
thinks it is. The student mentioned
that it is either a solid or a gas. The
teacher told him to ask a classmate
for assistance.
Student 2- The student was able to
sort both of her objects. She had a
tire and root beer. I verbally told
her “wow great job! I like how you
explained why tire was not a
liquid”.
Whole Class- The students did not
Day 3- ELA do too well on their informative
Whole Class- For the next lesson
the students will work on how the
states of matter change when an
energy source is applied. This will
help the students see how a liquid
such as water will form into a solid
when cold is applied to it. It will
show them how that solid can turn
back into liquid and even into gas
when heat is applied to it.
Student 1- This might help the
student see what the difference
between solid, liquid and gasses is.
He will see how a solid is
something you can held, and it will
remain the same shape. Liquid
forms to the shape of its container.
Student 2- This will build more
content on the states of matter. The
student will continue to learn on the
ways the states of matter can
interchange.
Whole Class- The students will
continue to practice writing in their
 Lesson Day
Provide the day and content
Feedback Provided
State the following:
1. Oral or written
2. What you shared
How would or will you encourage
students to use the feedback?
1. Name a Concrete Way to
Remind them of their feedback
2. A Learning experience that
would build on their learning

essay. Most students had their topic
sentence but did not have enough
details to support it. Most students
only had one detail only a few had
two and none of them had three.
Some students did not write a
closing sentence, they just rewrote
their first sentence. To give
feedback I used the rubric and gave
them a score and I also wrote
comments. I wrote comments such
as “Nice opening sentence! It really
grabbed my attention”. Or
comments like “I like your
supporting detail, but you are
missing two more, next time let’s
try to find more supporting details
for your topic”.
Student 1- This student is not the
best at writing, and he ended up
only writing 2 complete sentences.
The other sentences were just
putting down the fact . he did not
put it into a complete sentence. I
called him over and gave him
verbal feedback. I told him “that he
needs more details and he needs a
closing sentence. I like how you
know the facts and that you put
them down, but they were not in
complete sentences.
journals. This will allow the
students to practice their writing
and making complete sentences. I
will do lessons on how to create full
sentences and what we are looking
for when asking for detail sentences
and what is a paragraph.
Student 1- This student could
understand that a paragraph
contains 4-5 sentences. Also, what
is being looked for when we ask for
detailed sentences. They could
understand that we are looking for
facts about their topic.
Student 2- The student will
understand that a sentence contains
more than just 2 or 3 words. The
student could also understand how
a paragraph contains 4-5 sentences
but for EL students like her it could
be 3-4.

Student 2- The student had a great

opening sentence and a closing
sentence. The details were not
complete sentence. She jut listed
them all in one sentence instead of
expanding on them. I told the
student “you did a great job with an
opening and closing sentence. But
when I ask for details I am asking
for facts that support your opening
sentence”.
Whole Class- The students actually Whole Class- There was no lesson
Day 3- Social Studies did a great job placing their events that would correlate with this one.
on a timeline. As they came up and This was more of a 1 of 1 lesson,
said their event I provided positive but if it were more to it I would
 Lesson Day Feedback Provided
Provide the day and content State the following:
1. Oral or written
2. What you shared
feedback. “Great job, that is exactly
what happened in Jesse Owens life
in that year”. “I liked the way you
informed us about that event, it
sounds like you really studied it”.
Student 1/2- These students were
paired together for this assignment.
They both did a wonderful job. I
was walking around observing
every group and I saw them using
the resources around the room and
their worksheets to find facts about
the year they got. When they came
up and told us what they found it
matched perfectly to what was on
the board. I verbally gave them
positive feedback. I said “wow!
You two did an amazing work you
should be extremely proud of
yourselves”.
How would or will you encourage
students to use the feedback?
1. Name a Concrete Way to
Remind them of their feedback
2. A Learning experience that
would build on their learning
continue teaching about timelines.
Learning about timelines could help
the students find facts faster and
more efficiently. It would help them
put things in chronological order
and even see images with it.
Student 1/2- The students enjoyed
this lesson so they will be excited to
continue learning about timelines.
Timelines could help these students
learn more about important people
in our past.