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- I provided written I would provide the rubric to the

feedback for each child in the class students for day 2 of the lesson. The
on a child friendly holistic rubric students will use the feedback by
feedback that was explained to talking to their partner about what
them at the beginning of the they need to improve on today. The
learning for their exit slip. I students and their parents will
displayed the rubric on the determine two things that need to
SmartBoard during the instruction improve on for the lesson for day 2.
time while they were doing their
windmill project. Wow, you are so
Day 1-Science creative. All you used the correct
number of supplies and used
materials appropriately in a creative
manner. I saw many colorful
pinwheels.

Student # 1- This child needed Student #1- This student could

concrete feedback, so the child learn more on project-based
friendly rubric was especially learning. I would provide more
helpful for the child. I reviewed the projects for her during center for
rubric verbally with the child to energy unit she is good on hand on
explain what she needs to improve activities. Concrete reminder would
on for competing her response sheet be a support card with step by step
to provide knowledge of renewable guidelines for the next project.
energy resources. I wrote that the
child needs to read the wind energy
hand out that we did before
beginning the pinwheel project and
compete the exit sheet for the next
 day. I also wrote that the student
did great job using the correct
number of supplies and used
materials appropriately and
creatively and worked properly.
Student # 2- This child is visual
learner. A detailed and holistic
rubric was helpful for this student
to provide descriptive feedback on
the child’s progress. I wrote that the
student did well with demonstrating
knowledge of renewable energy
resources topic because your
response sheet was complete with
two hypotheses and the pinwheel
was working properly.
Day 2- ELA Whole Class- I provided authentic
verbal feedback with positive praise
that linked to the lesson’s outcomes
for each child in the class by
conducting student conferencing
after the activity. Data was
collected through a check list for
the Henry “Box” Brown’ book
report.
Child # 1- The child was given
verbal and written feedback
through in-class student
conferencing. Since the child is a
visual learner, positive constructive
criticism was helpful for her next
day responses. I review the book
report orally first telling what she
did well then what she needs to
improve. I wrote both in short form
to her book report. I wrote that she
answered Henry’s bibliography
correctly with complete sentences
and now, we need to work on
finding facts about him.
Child # 2- This student provided
with verbal feedback and I also put
a sticker on his book report. In my
oral feedback I said he completed
biograph part correctly, found three
interesting facts about Henry and he
also answered how Henry should be
remembered.
Day 3- Social Study Whole Class- Each student in the
Student # 2- It is evident this
student did well with demonstrating
knowledge of renewable energy
resources topic because your
response sheet was complete with
two hypotheses and the pinwheel
was working properly. A more
challenging projects will be
provided next time for him.
Providing rubric to the assessment
works for him and he doesn’t need
any other reminder would be
needed.
The students will be provided with
verbal feedback of the checklist.
The teacher will begin during day 2
lesson with a focusing statement
how to answer open-ended
questions to demonstrate
understanding of a text.
Child # 1- This student could
understand how to answer questions
based on text. I would provide more
guided reading time to her to teach
how to find answers from a book.
For her independent reading time I
would provide books with more
picture so she can find answers by
using picture clues.
Student # 2- It is evident this
student knows how to find answers
from text-based questions and to do
book report with at least three
interesting facts. A more
challenging book will be provided
with at least four interesting facts
about the character. No concrete
reminder would be needed.
I would provide the rubric with
 class was provided written
feedback on the self-assessment
rubric. This rubric was given the
students with a happy, neutral, and
sad face to determine if they were
able to accurately trace, describe,
and name the material.
Child # 1- The child was provided
was written feedback that was
orally explained to the student. This
helped the student think meta-
cognitively about her learning. I
review the rubric verbally with
child to explain what she needs to
work on for physical map reading
and locating key details. I wrote
that if she practices with me in the
after school, she will be able to
trace Henry’s path from Richmond
to Philadelphia on a physical map
and describe cardinal directions.
Child # 2- The rubric was
purposeful to this child to provide
detail feedback on his progress. I
wrote that the student did very well
with tracing Henry’s path from
Richmond to Philadelphia on
physical map with cardinal
directions and key details. Keep it
up.
Day 4- Math Whole Class- A checklist was used
to determine if students were
understanding how to measure
liquid volume by solving one step
word problems. I provided
immediate oral feedback to the
students while observing each
group to hear their conversations.
Student # 1- The student benefited
from immediate constructive
feedback during the discussion. I
told the student that she is
understanding how to measure
liquid volume if it is in a container,
not solving in one step problem. I
provided an example and we solved
written feedback to the students for
the following day lesson. The
students will use the feedback by
discussing to with their partner
about what they need to work on
next day. The students and their
partners will determine what they
need to work on for the following
day lesson.
Student # 1- This student could
understand identifying directions on
political map. I would provide a
game on a computer that provide
practice during center time for
tracing path on a political map
instead of physical map. Then I
would explain her Henry traveled
through the rivers and mountains so
on the Underground Railroad. Let’s
practice together to trace Henry’s
path from Richmond to
Philadelphia on a physical map
using cardinal directions and key
detail. Modeling will be great
teaching technic for her. The
concrete reminder would be a
support sheet with cardinal
directions.
The student # 2- It is evident this
student demonstrated tracing path
on physical map with cardinal
directions and key details. A more
complex paths will be provided
next time for him.
The students will receive verbal
feedback in group conferences
based on checklist. I will meet with
groups of students that struggled
with one step liquid volume word
problems. The students will write
down PSA steps to solve one step
word problem on a stick note and
keep it on their desk to use day 2
lesson when we solve more
problems.
Student # 1- This student could
understand how to measure liquid
volume using concrete objects. I
would provide real life situation
word problems letting her to use
these concrete objects to solve the
problem. The concrete reminder
would be a support card with
a measuring problem together.
Child # 2- The child was given
authentic verbal feedback
immediately with a positive praise
during the discussion. I told the
student that he did great job helping
your friend providing rationale to
solve liquid volume one step word
problem during the practice time.
customary unit pictures on it
presented by gallon man.
Student #2- It is evident this student
understood how to solve liquid
volume one step word problem. He
is ready to move on two step word
problems. A more challenging word
problems will be provided next
time for him. No concrete reminder
would be needed.