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Content-Specifific Suggestions for Feedback - Coggle Diagram
Content-Specifific Suggestions for Feedback
Elementary Reading
An elementary Title I reading teacher who participated in yearlong professional development in formative assessment wanted to be able to use formative assessment consistently in her instruction. She wanted her students to be aware of their own progress and take ownership of their reading achievement. Her students had been identified for special help in reading.
The teacher wrote in her journal that she wanted to use specific feedback to make herself aware of her students' strengths and weaknesses and to make the students aware of "what they are good at and what they can do to improve their areas of weakness."
The most important thing about the message itself, the micro view, was that the tone of the feedback cast students as agents of their own learning, and that clearly showed in their talk and actions. The snapshot view finds the teacher and students both learning. The teacher used what she learned about students' reading to help them set goals. The students used the goals to help them improve their reading.
Elementary Writing
For a feedback strategy, this teacher decided to give written feedback to individual students by returning their papers the next day. So far, so good. However, the "error correction" in Figure 7.3 is all about the mechanics of writing. This approach doesn't match the main criteria for the learning target for the assignment, which was about how to structure a paragraph to make a point that is contained in a topic sentence.
Notice that the first thing to do is to compare the student's work with the criteria for the assignment, which were aligned with the learning goal for the lesson, and to acknowledge that Anna's paragraph shows she does understand what a topic sentence is, what supporting details are, and what a concluding sentence is. The rest of the feedback choices depend on the context.
The poor feedback in this example shows what happens when a teacher doesn't learn about student thinking, and the effective feedback shows what happens when a teacher does try to glean from the work information about how the student is thinking about the task
Secondary Writing
Giving feedback to writers requires knowing what successful writers do. Successful writers state logical, interesting topic sentences or theses and then support them with details.
The first thing to do is to compare the work with the criteria for the assignment and tell the student that he met most of them. The way the teacher might choose to deliver these comments—written or oral, and at what time and place—would depend on the particular student and the classroom context.
The major criticism is that he does not include much detail about the conflict between Walter and Beneatha from the play and explains it only vaguely
Math Problem Solving
Like successful writers, successful problem solvers use a process. There are many versions of the problem-solving process, sometimes published as lists or hints.
Feedback should start by noticing what the student did, rather than what the student did not do.
In this case, giving students some similar combination problems, other than the ice cream one, would allow the students to use the feedback and extend their learning. The learning goal is not to solve the ice cream problem, but to be able to solve simple combination problems.
Textbook Comprehension in Social Studies or Science
To give feedback on homework or classwork that involves answering chapter questions, don't just mark answers right or wrong. And don't just supply the answer.
Provide more feedback on both strategy use and answer quality.
remind the students of this whole process when it's time for the next chapter's questions
Content-Area Project Assignments
In your feedback about the students' project plans, use the principles this book has presented. Give students feedback about their process; notice strengths and make suggestions to improve weaknesses. Keep in focus the criteria for the end product, as described in the rubrics. Make your feedback descriptive and specific.
Where they see strengths, good information is illustrated both for the author and for the peer reviewer. Where they see gaps, they can point them out ("Your chart looks nice, but it doesn't match what you are saying about wilderness food").
when projects are turned in for grading, you would not provide feedback except in the occasional instances where you want to explain something to students. There will be no further opportunity to revise or to learn about Lewis and Clark. Giving feedback at this stage would be a waste of your time.
Consistency Across the Subject Areas
The micro view. Focus your feedback on the task or process used. The feedback should be primarily criterion-referenced, descriptive, positive, clear, specific, and phrased in a way that affirms students as the agents of their own learning.
The snapshot view. Make sure both you and the students learn something from the feedback episode.
The long view. Provide opportunities for the students to use the feedback and improve learning.