Nina Fallo

3 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:
1. Oral or written 1.
2. What you shared
2.
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

Day 1: ELA Whole Class: 1. A concrete way to remind

I provided each student with
immediate verbal feedback when
they came up to the board to move
their event to the correct spot on the
graphic organizer. The students
were also provided with a checklist
and written feedback where it was
needed based on their answers for
the graphic organizer. At the end of
the lesson, I told the class I
appreciate all the effort they put
into the graphic organizer and
that they did a great job choosing
the events and putting them in
order in the graphic organizer.
Student 1:
When this student was provided
with verbal feedback it helped her
understand she was completing the
graphic organizer correctly and let
her know she was doing well with
the key details and events we were
discussing. When she came to the
board and moved her event to the
correct spot on the graphic
organizer, I said “That is exactly
where our next event goes on our
graphic organizer. The glass of
milk came after the mouse ate the
cookie in our book so that’s
the students of their
feedback would be to tape
it to their desks to refer to
when the next activity is
completed. For Student 2,
his feedback could be a
post-it note on his desk
showing that we place
events in an order, not just
in any spot. This could be
indicated with numbers
and arrows.
2. A learning experience that
would build on the
students learning could be
to read another story aloud
and fill out a graphic
organizer with a
beginning, middle, and
end section, rather than a
place for each event that
occurred. Since the story
we used included 15
events, less for some
students may be better.
Especially just going over
the beginning, middle, and
end.
 correct. Awesome job putting the
events in the correct order.” She
also received written feedback on
her checklist that told her she was
doing great at putting key details
and events in order and since she
got them all correct it shows she
understands the order of key details
and events.

Student 2:
When this student was provided
with immediate verbal feedback at
the smartboard, I told the student
that I was happy to see him try his
best, but to make sure he placed
his given event on the graphic
organizer after the most recent
event that occurred in the story.
This helped him to understand that
the events that occur in the story
follow one another. I gave him this
feedback twice, as he came to the
smartboard to answer twice. This
student was also provided with
written feedback on his checklist
that told him what he missed. It also
told him that we place the events as
they happen, not just in any spot on
the graphic organizer. He
responded well to this as he benefits
from reassurance and verbal
feedback.
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 3. 1- Name a Concrete Way to
2. What you shared Remind them of their feedback
4. 2-A Learning experience that would
build on their learning

Day 1: Social Studies Whole Class: 1. A concrete way that could

I provided each student with written remind the students of
feedback on their anecdotal notes their feedback would be to
form which was explained to them make them a notecard that
prior to the activity. I also provided includes an image to
the class with verbal feedback if it remind them of what
seemed as if a lot of the class was goods and services are.
struggling to determine if an image For example, the students
was a good or service. could have a notecard
labeled “goods” with an
Student 1: image of a hand to help
This student received written them remember goods are
feedback on her anecdotal notes items we want and can
form. She was told on the form touch with our hands.
that she identified all 10 goods Then, the students could
 correctly and all 5 services
correctly. She was also told that
she did a good job differentiating
between the goods and services
and understanding what each
vocabulary term means.
Student 2:
This student works best when he is
provided verbal feedback and
reassurance. He received written
feedback on his anecdotal notes
form, but also received it verbally
as the activity was completed. He
missed 6 goods and 3 services. The
verbal feedback provided to him
was telling him that he was doing
a great job with participating but
needed to refer to the anchor chart
to remember that goods are things
we want and can touch with our
hands, and that services are jobs
we want people to do for us and
that we pay for. He responded well
to the feedback and when he
referenced the anchor chart, he got
the answers correct.
Lesson Day Feedback Provided
Provide the day and content State the following:
1. Oral or written
2. What you shared
Day 2: Science Whole Class:
To provide the whole class with
verbal feedback, I went around to
each group/station to discuss how
the students were dressing their
bear for each weather condition.
When the students were off track, I
would provide them with positive
redirection and prompt them to the
correct answer when needed. Then,
at the end of the lesson I told the
students they did well choosing the
correct clothes for the bears for
each weather type, but that they
needed to remember that windy
weather can sometimes make us
chilly, and we may need a jacket.
have another notecard
labeled “services” with an
image of money to help
them remember services
are jobs we pay people to
do for us. Then, if the
students needed any other
direction, this could be
written on another
notecard. They could keep
these notecards at their
desk and take them out
when working on the next
goods and services
activities.
2. A learning experience that
would build on this would
be to make a chart together
as a class with one section
labeled goods and another
labeled services (using the
picture of a hand for goods
and money for services).
The students could then
come up with different
goods and services they
use day to day, and we
could write them
down/draw them under the
correct term.
How would or will you encourage
students to use the feedback?
5. 1- Name a Concrete Way to
Remind them of their feedback
6. 2-A Learning experience that would
build on their learning
1. A concrete way to help
students be reminded of
their feedback for this
lesson would be to make a
poster as a class of the
weather conditions and
clothes needed for each of
them. This could be done
for the snowy and windy
weather conditions since
this is where most of the
class struggled when it
came to dressing the bear
correctly. The poster could
then be hung in the
classroom for the students
to reference anytime a
weather activity is
 Student 1:
This student was provided with
verbal feedback. She was told that
she did an awesome job dressing
the bear for sunny, rainy, and
snowy weather, and included all
the correct clothing items on the
bear for each of those conditions.
She was also told that she needed
to remember that windy weather
can make us cold, so we need to
include a jacket for windy
weather, rather than just a heavy
shirt. She responded well to this
feedback and dressed her bear
appropriately based on the feedback
given.
happening.
2. A learning experience that
could build on students
learning in the weather
condition, windy, could be
to bring in a fan and let the
students feel how wind can
make a breeze to make us
feel cold. This could help
the students understand
why we need a jacket
when it is windy.

Student 2:
This student was also provided with
verbal feedback. He was told that
he did a great job dressing the
bear for sunny and rainy weather
and dressed the bear with all the
correct clothing items for those
two conditions. He was also told
he needed to remember that in
snowy weather the bear needs
snow boots and a sweater along
with a winter jacket, and that in
windy weather the bear will need a
jacket because wind can make us
cold. The student responded to this
feedback by changing the way his
bear was dressed to depict what I
explained to him in my verbal
feedback. His bear was then dressed
correct.
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

Day 3: Math Whole Class: 1. A concrete way to remind

For this lesson I provided the
students with verbal feedback. To
provide them with verbal feedback
I went around to each group to
observe the students counting each
configuration card. When the
students would get off track
counting, I would tell them to
make sure they are counting slow
student 2 of his feedback
could be to provide him a
small piece of paper
showing a configuration of
circles in a line, with an
arrow underneath showing
him the direction to count
in. Then, to help him
remember his numbers,
and touching each bead they
count. This helped the students
recognize that the slower they
count, the less mistakes they would
make counting.
Student 1:
This student was provided with
verbal feedback throughout the
lesson. When she was counting
each configuration card, she
counted slow and was seen
touching each bead as she counted.
To make sure I didn’t distract her, I
waited until she finished counting
and gave her feedback. I told her
she did a nice job counting each
bead and that I liked how she
counted slowly and touched each
bead as she counted. She received
the same feedback as this each time
I went to her group because she
counted each card correctly.
numbers could be written
in each circle on the small
paper. This piece of paper
could have magnetic tape
on the back so he can
always have this stuck to
his desk.
2. A learning experience that
would build on the
students learning would be
using tens frames and
counters to practice
counting. The counters
could be placed in a line
configuration and the
students could slide the
counters into the ten
frames while counting out
loud as a class. This would
help the students count in
order and reinforce
number names and the
order in which they come.

Student 2:
This student was provided with
verbal feedback for each
configuration card counted. As he
counted his configuration cards, he
would count to 5 and then start
repeating numbers 1-5. He also
didn’t count the beads in order.
When I observed him doing this,
the feedback I gave him was that
he needed to make sure he was
counting the beads in order, and
not just scattered. I also counted
with him to model how correct
counting sounds. This helped the
student understand that if he counts
the beads in order he won’t lose his
place, and it could reinforce and
teach him the numbers that come
after 5.