FEEDBACK LOG for Formative Assessment

Lesson Day Feedback Provided How would or will you

encourage students to use
the feedback?
Day 1 Whole Class – I provided each Child A - A concrete way I could
child a score out of 10 with the remind Child A to use her
Monday October 12th AM corresponding percentage. I feedback would be getting the
also highlighted in orange any student to physically label the
problems they got incorrect. circles she draws by writing the
Math
number in the center. So if she
Child A – This student struggles draws 5 circles, in each circle
specifically with being able to she would write the
correctly write and identify corresponding number. By
numbers so I used a color- doing this, she will lessen the
coding system to show her likelihood that she forgets one
visually what was correct and as she is physically having to
incorrect using orange for write it down.
“needs looking at” and the color
green for “correct”. I also Child A - A learning experience
verbally discussed a specific that would build on this
pattern I saw, relating to the learning could be through using
answers the was getting discussion and a think pair and
incorrect and worked together, share. The student would have
using a whiteboard, to correct to be able to show what she
one of these questions. I told knows by using her whiteboard
her how important it was to and explaining to another
make sure when taking away, student how she solved a
we always have the correct subtraction problem.
number of circles to start with.
Child B - A concrete way I could
Child B – this student also remind Child B to use his
struggles with number feedback is to give him a special
identification but does not blue highlighter to use during
struggle as much as Child A with Math, when we are doing
Math. I provided Child B with a subtraction. The student could
score out of 10 as it was felt he use the blue highlighter to
would understand this, and also highlight the biggest number,
highlighted the problems he got because blue = biggest number.
incorrect in orange. The one
aspect of subtraction that Child Child B - A learning experience
B predominately struggles with that would build on this
is remembering that the biggest learning is using the information
number goes first. So I verbally collected and highlighted from a
went through each problem and word-based subtraction
together we identified the problem and putting it into
biggest number in each vertical format so the student
 Lesson Day Feedback Provided How would or will you
encourage students to use
the feedback?
problem and circles it in Blue can begin to learn how vertical
for Biggest Number. subtraction problems look.
Example: the biggest number
goes right at the top.
Day 1 Whole Class – I provided each Child A - A concrete way I could
student with a child friendly remind Child A to use her
Monday 12th October PM rubric where they had certain feedback would be to create a
criteria’s they needed to meet. visual graphic organizer that
For each criterion they had talks about self-assessing and
Science
“spot options” (1,2 or 3) and how to use a rubric so when the
they had to decide which student is expected to utilize a
number of spots they felt like rubric again they have a graphic
they should get in each of the organizer displayed to show
criteria’s. Once the child had them how to use it.
self-assessed, I looked at their
work and their rubric to see if I Child A - A learning experience
also agreed, once it was that would build on this
mutually agreed on, the student learning could be to encourage
got to draw the spots on the the student to utilize the rubric
leopard. for other content areas,
especially ELA. The more the
Child A – Child A got a student uses the rubric tool, the
differentiated rubric that was stronger she will become in the
simpler and required less skill of self-assessment and
criteria. I also discussed the aiming for the number of
rubric with the student directly “spots” she wants.
after her work was finished. We
discussed each criterion and if
she felt like she met it, she also
showed me where she felt like
she had met that specific
criteria. I verbally gave Child A
feedback, by working alongside
her and discussing where each
criterion was met within her
work. If It was not meant I
discussed with her what I would
have needed to see in order to
meet it. Example of this: “I think
we can only give 2 spots for this
criterion because, to get 3
spots, we would have to had
labelled the basic need”.
 Lesson Day Feedback Provided How would or will you
encourage students to use
the feedback?
Child B - Child B also got a Child B - A concrete way I could
differentiated rubric that remind Child B to use his
focused less on writing, as this feedback would be give him a
is an area he really struggles in, laminated time sheet. This time
but more about being able to sheet can display how much
explain his thoughts and time the student should spend
understanding through drawing on tasks that include multi-steps
a picture of his chosen animal so he knows that he can’t spend
and basic need. I provided Child too much time on one thing.
B with verbal feedback such as
“I really liked how you drew the Child B - A learning experience
tiger, that was one of the that would build on this
animals we spoke about” but I learning could be is making a
also provided a comment where criterion for the rubric, related
he could improve which was “I to time. Example: I finished the
see you ran out of time whilst 2 tasks on time. This would
drawing your basic need, maybe encourage Child B to take mor
you could have spent less time responsibility for his time
coloring your tiger”. management, alongside the
visual reminder, he will also
want to get the most spots and
the only way to do that would
be to meet the specific criteria.
Day 2 Whole Class – I used a checklist, Child A - A concrete way I could
that was pre-discussed and help Child A remember this
Tuesday 13th October explicitly defined before the feedback would be to make an
writing piece of my ELA lesson. acronym of things she struggled
The checklist included things I with, that were identified in the
ELA
wanted to see in the students feedback. Each time she writes
writing and that I expected or has an activity that involves
them to include. When looking writing she can think of or look
at their writing piece, I used the at the laminated acronym that
points I identified in the she can keep in her pencil case.
checklist to see if they included Something such as “PAWS”.
them. If something was
included it received a P – Periods! Remember to finish
checkmark, if it wasn’t, it your sentence.
received a ‘x’ and a comment A – Always go back and reread.
why. W- Write in-between the blue
Child A: Child A’s writing piece lines.
and checklist were both S – Sight words should be
differentiated to accommodate spelled correctly.
her being a low-level learner.
Child A had different things I Child A - A learning experience
Lesson Day Feedback Provided How would or will you
encourage students to use
the feedback?
wanted her to focus on, that to build on this could be her
were discussed on a 1:1 basis self-assessing and using a
before she started the activity. similar child friendly checklist
For feedback, I called her over with her next writing piece. The
to my desk, with her writing PAWS acronym could be used as
piece and together we checkpoints and the student will
discussed if she felt like she’d need to self-assess to see if she
included the things wrote met the outlined points. If she
specifically for her ability. I told feels she has she can give
her things I was happy she herself a check.
included and did such as “I’m
very happy you remembered to Child B - A concrete way I could
use a finger space because it remind Child B to use his
makes it so much easier for me feedback would be to make
to understand your writing as a some flashcards with the sight
reader”. If there was something word on the front and an
she didn’t necessarily include, example sentence on the back.
we verbally discussed how she For example: in the writing
could correct that skill for next activity, he struggled with the
time. In Child A’s case, I said word “on”. The flashcard would
“Next time we need to have the word “on” written on
remember to use a period when the front and then on the back
we’ve finished our sentence so I would say “put on your coat”.
know that you’re done writing”.
Child B - A learning experience
Child B – Child B predominately that would build on this
struggled in the subject of ELA learning could be going on to
and has very poor sound and create a mini child friendly word
letter recognition. I did not dictionary. Every time the
create a checklist for Child B but student struggles with a word,
instead provided verbal he can write it in his dictionary
feedback and identified one and provide a sentence using it,
positive thing about his work in his own words, he could even
and one thing I want him to draw a picture if appropriate.
focus on for next time. I wrote This will build on his knowledge
his positive comment on a
“teacher note” card so he can
take it home to show his adult
at home something positive he
achieved today. For Child B I
wrote “I drew a great picture
showing a key detail from the
text!”. For his improvement, I
identified something specific
 Lesson Day Feedback Provided How would or will you
encourage students to use
the feedback?
and wrote it on a notecard to
keep for the next writing piece.
I wrote “I will spell the sight
word ON correctly”.
Day 2 Whole Class – The whole class Child A - A concrete way I could
got immediate verbal feedback remind Child A to use her
Tuesday 13th October detailing whether they correctly feedback would be to pre-plan
identified what was happening and print a character sheet out
in the illustration, related to the for the student before read
Social Studies (Integrated
read aloud, and whether the alouds, especially if additional
with ELA)
character was showing a activities are being planned to
positive or negative relate to the text. A character
behavior/action and why. sheet would act as a physical,
visual reminder of who is who in
Child A – A simpler illustration the text.
was selected for Child A to
identify. I gave her immediate Child A - A learning experience
verbal feedback and provided a that would build on this
slight correction as she got learning could be the student
confused with the character’s eventually listening to the text
name, although she got the and filling in her own character
scene and actions corrected. I sheet as a new character is
told Child A “You did a super job introduced, to act as almost a
telling me the setting and that graphic organizer.
taking the $100 bill was a bad
action but I think you might
have got confused with his
name. Let’s look at the book to
refresh our mind”. Then we
looked back over that page and
she corrected herself.

Child B – Alike Child A, a simpler

illustration with a simpler scene
was selected for differentiation.
I provided 1:1 feedback with the
student as he got his answer
somewhat confused and began
discussing another scene in the
book. I sat 1:1 with Child B and
together we looked back Child B - A concrete way I could
through the book to identify remind Child B to use his
what was happening when we feedback would be to make a
see the illustration he was visual using a laminated
Lesson Day Feedback Provided How would or will you
encourage students to use
the feedback?
given. Once I sat with him and question mark on a popsicle
looked back over the text and stick so that when he has a
re-asked him the question, he question, he is reminded that it
was able to respond correctly. I is okay to ask and to stop me.
told Child B, that its important, He can also hold up the
that if he needs me to stop and resource to let me know that he
explain or go back over needs me to stop and explain.
something while I’m reading, he
needs to stop me and tell me Child B - A learning experience
and that its totally okay to do that would build on this
that. learning could be gradually
increasing the challenge of the
types of questions I ask, that are
related to a text, as he grows
with his comprehension skills.
Firstly, I would begin with right
there questions that are main
details of the book and
mentioned many times, then I
can move on to more questions
that require extra listening or
questions that make the child
consider the moral of the story
or feeling of a character.