Something from Saldivar
Week of February 1, 2016 - February 5, 2016
Feedback is an important component of the formative assessment process. In addition to giving information to teachers and students about how they are progressing; it also says to a student that the teacher cares enough about their work to think about it. Many times, we give feedback without providing specifics. It’s easy to say “good job” or “well done”, without clearly explaining what is good about it.
According to Brookhart (2008), there are three things that teachers can do to provide effective feedback to students.
- Students should have many opportunities to practice learning and receive feedback without a grade being involved. It doesn’t make sense to have students always work on learning targets that are easy enough that they can get an A or B the first time that they try it.
- Feedback should be observational. Describe specifically what you see and how close it is to the learning target.
- Finally, feedback should be positive. This means showing how the strengths in the student’s work match the criteria for meeting the learning target. It also means pointing out where improvement is needed and what a student can do about it. It is never appropriate to simply say “that’s wrong” without giving children more information.
You know that your feedback is effective when you get the following results:
- Students are learning and their work improves
- Students are motivated and believe that they can learn
- Your classroom becomes a place where feedback is viewed as productive.