6.4 Using Assessment to Provide Feedback to Students: Teacher’s feedback to students is timely and of consistently high quality. This program standard emphasizes how important feedback, on both formative and summative assessments, is for student growth and achievement. Feedback is most beneficial, positive and constructive when: the student receives it soon after the assessment is completed, when it is related directly to a task, skill, or content, and when it is reliable. Feedback comes in many forms and should be given throughout the learning process, so that students are able achieve their highest potential. Feedback should be meaningful so that students know how and where to improve, just as Taylor and Nolen (2008) suggest; the most effective feedback highlights strengths while also communicating the student’s ability to improve by offering specific areas of growth which(p. 89). Feedback should cause students to think about their learning and how to produce better work. Feedback on formative assessments is extremely crucial as it helps students progress successfully as they work toward the completion of summative assessments. One way I have found to provide consistent and high quality feedback to students is through the chunking of larger assignments. Figure 1 is a reflection I wrote for EDU 6160 where I considered ways that teachers could provide timely, effective feedback to students. As I explored the purpose of feedback in the learning process I realized that when I provide various due dates for students over the course of a unit as they work on an essay, I am able to look carefully at their work, make suggestions, and commend their strengths all at once. One way that I can improve in scaffolding assignments to ensure that my feedback is being given and used most effectively is through the inclusion of writing workshops in my curriculum. This writing strategy allows the teacher to give real-time feedback, address the needs of individual students or the entire class, and allow students to do the majority of their writing in class with direct support from the teacher (Daniels, Zemelman & Steineke, 2007, p. 189). In the writing workshop, feedback is often given through individual conferencing allowing the teacher and student to be in dialogue around strengths, potential weaknesses, and brainstorm ways to improve. When students know how to use feedback, they are able to be actively involved in their success and set goals that are attainable. Feedback and assessments work together as students become masters of content, skills, and the learning process. Teachers should always strive to give feedback to students that is timely and effective.
Daniels, H., Zemelman, S., & Steineke, N. (2007). Conent-Area Writing: Every Teacher’s Guide. Portsmouth, NH: Heinemann.
Taylor, C.S. & Nolen, S. (2008). Classroom assessment: Supporting teaching and learning in real classrooms. Upper Saddle River, NJ: Pearson Education, Inc.