Take some time now to answer the following questions. If you have trouble answering any of the questions, go back and review the Perspectives and Resources pages in this Module.
- Provide an example of "good" descriptive feedback and an example of "poor" feedback.
- List three benefits of using descriptive feedback to assess and monitor students’ progress.
- List the four criteria of effective feedback.
- Describe two ways that descriptive feedback can help a student increase learning outcomes.
- Ms. McTeejay has one student whose scores on weekly probes have been falling consistently below a determined goal for several weeks. At the same time, she has another student whose work has been consistently above the determined goal for the past several weeks. Describe what types of descriptive feedback Ms. McTeejay might use to for each student.
- In January, a new student, Maria, joined Ms. Anbencoman's (Ms. McTeejay's mentee) English class. Maria has a learning disability and her former grades indicate she has been struggling academically, especially in classes that require writing. Ms. Anbencoman has been assessing the writing products of her students since November using descriptive feedback. Ms. Anbencoman would like to track Maria’s writing progress, as well. How should she proceed? Include a minimum of three effective feedback strategies in your explanation.
- Reflect on the types of feedback you are currently providing to students.
- Reflect on how to improve the quantity and quality of feedback you provide.