Feedback for learning is an incredibly useful way to look at feedback. Ongoing, authentic assessment for learning is what actually helps students. Looking at assessment and feedback as a tool for student learning is powerful and productive.
Assessment and evaluation with purpose can educate and challenge learners to go further.
Some of the ways I make sure that students in my classroom participate in feedback for learning include:
- I am sensitive to each child's individual needs
- I spend a lot of time getting to know each of my students and work very hard to provide them with appropriate entry points for all tasks so that they can meet success and feel challenged
- giving genuine, authentic praise for students' efforts
- I give feedback verbally, non-verbally and in writing
- explaining what students are doing correctly and areas of need that they still have
- from the beginning of the year, we practice giving and receiving feedback. Students learn to comment on one another's work with the prompts, "I liked it when...." and "Next time....", the receiver responds with a simple, "Thank you"
- this ensures that feedback is specific and timely
- by replying with "Thank you", the receiving student acknowledges the constructive criticism and does not argue or try to justify. He or she can then choose what to do with the feedback
- students share their work with "Accountability Apprentices" and offer suggestions and praise
- I ask for and graciously accept feedback from my students. I am the Lead Learner in the room and demonstrate that though my actions, including seeking feedback
- You can read the feedback my studnets gave to me two years ago
- We set thoughtful and realistic goals
- we track them in conferences, meetings and with a website called lift.do
- we regularly reassess, celebrate successes and set new goals if needed
- I am working on sharing regular feedback with parents so that they can hear about the small and large successes and challenges of their children
- this year, I am creating "Annual Learning Plans" collaboratively with students and parents
- I am working on having more short one-on-one conferences with students each day
- students fill out "What Stuck with You" surveys daily so that I can quickly check in and see what still needs to be reviewed, taught or practice
- students focus on self-assessment, pointing out proof of their learning
- inspired by Sandra Herbst, we used "Proof Cards" in our Student Led Conferences this year to show our families specific elements about what we had accomplished and areas where we are still working
- also inspired by Sandra Herbst, a group of staff created a "Writing Continuum" last year to demonstrate levels of achievement for students
- students put these criteria in order and used them to reflect on their work
- I use: "I noticed...." and "What do you want me to notice?" as conversation starters with students
- as a class, we collaboratively create Success Criteria checklists and rubrics
- we outline the specific elements (skills and knowledge) we are working on in an individual task, limiting them appropriately so students can focus in their work
- students use these to guide their work
- students use these to self- and peer-assess
Any feedback on these ideas?
