Reflection on Feedback & Assessment:

1. What type of feedback did you give to the children each day? Be specific with what you
shared with the 2 specific children that you observed. Was this feedback appropriate for
the needs of the child(ren)? Why?
DAY 1 (ELA/SS):
Whole Class – I gave oral feedback to the students as they answered questions about
character traits, asking why they chose a specific trait. The answers from the students were
tracked using anecdotal notes during the lesson. I also gave written feedback on the exit slips
stating which traits were good and which ones could be changed. I provided the students with
more examples of character traits as needed. I kept a checklist of how many traits each
student provided.
Student 1 – This student needs verbal feedback because he learns better from oral instruction.
I told him that the trait and reason for the trait were awesome because he was able to pick out
a specific event from the story to explain why the main character was nice.
Student 2 - This student needs written feedback that challenges her to think more because she
is an above average student. I wrote that 3 of the 4 given character traits were great, but
wrote that telling me Michael Jackson is a singer does not explain who he is. I wrote to think
about what traits make him a good singer. After passing her exit slip back, we discussed it
and she came up with the trait creative and I told her that was an excellent trait.
DAY 2 (Math):
Whole Class – Verbal Feedback was given as I went around looking at each groups bar
graph. If groups correctly identified the various parts of the bar graph, I told them awesome
job. If the students identified a part incorrectly I allowed them to discuss with each other and
answer again. Written feedback was given on the exit slip where they identified parts of a bar
graph by coloring it. I either wrote good job and something I liked, or wrote the correct
answers, something that was good and something they can improve. I used a checklist to
record which students answered the questions about the bar graph correctly.
Student 1 – When walking around to the groups, I gave this student oral feedback because he
benefits from it most. When he incorrectly identified the part of the graph, I stated where it
was and pointed to it for him to see. When he showed me his graph, I told him that I liked the
categories he picked for his graph, but he should make sure he labels both the x-axis and y-
axis.
Student 2 - I gave this student written feedback on the bar graph she printed out and turned in
writing that I liked the categories she used on the x-axis and the scale they created for their
bar graph. I also wrote good job labeling both axes and the whole graph.
DAY 3 (Science):
Whole Class – I used verbal feedback telling the students good job if they identified the
correct state of matter that their word belonged in. If they got it incorrect, I asked them to
think about other solids, liquids, and gases and then see what their element is most like.
When walking around to the groups, I gave more verbal feedback when the students named
the states of matter their ‘ooze’ was in, telling them “great job that is correct! It is a liquid
because it changes shape when it’s put in the container or it is a solid because it maintains its
shape.
Student 1 – After finishing the short post-assessment quiz, I reviewed the questions orally
with the student asking why he chose a specific answer. I explained why his answer was
wrong, and how to correct it. When the student was able to explain the correct answer I told
him he did an awesome job identifying the states of matter and giving some examples.
Student 2 - For this student, I gave written feedback on her post-assessment quiz stating that
she did an amazing job paying attention to the lesson because she got all the questions
correct. I also wrote that I liked her word choice when she stated that matter is the molecules
that make up any object that takes up space.
1. How did you or will you help students use this feedback?

For the whole class, I will have them use the feedback I provided from the ELA lesson in the
future when they write stories. I will encourage them to include character traits that help the
reader get to know their characters. During unit week, I will make rubrics for the writing
process and make sure that including 3 character traits is one of the requirements, which will
be shown to the students prior to writing. For math, the class can use the feedback given as a
reminder of the elements needed in future graphs they make. A self-checklist can be made for
the students to have when working on graphs. For science, the students can use the feedback
to apply it to real life. They can find examples of solids, liquids, and gases at home and apply
their new knowledge.

For Student 1, I will have him use the feedback from the ELA lesson to add character traits to
his future stories that he writes. I will continue to help him build on his comprehension skills
as well so that he feels more encouraged to participate in group discussions. For math, I will
have the student use the feedback to self-assess the future graphs he creates. For science, the
student can use the feedback as prior knowledge for future lessons about the states of matter.

For Student 2, I will have the student use the ELA feedback to write accurate character traits
for characters in the stories she writes. For math, I will relate the information she learned
from bar graphs and apply it to other graphs, such as line plots. I will create a checklist so
that she can make sure she has all the needed elements. For science, the student can use the
knowledge she gained for future lessons about the states of matter.
2. Describe what you learned about teaching and learning related to assessment and
feedback?

Throughout my lessons, I learned how assessment guides instruction. It’s important to have
ongoing formal assessment through each lesson to get assurance that students are learning the
content through the activities and teaching styles used. Having assessments for each content
allows a teacher to have data to see how students are progressing, so it’s very beneficial.
Using feedback allows students to feel accomplished for their strengths and know how to
further improve. Feedback throughout the lesson gives students chance to think about their
answers and build upon other classmates’ answers. A teacher should use both verbal and
written feedback in each lesson, so the students can hear and see what they are doing correct
and how they can further improve.

3. What would you have done differently during this lesson week? Why? Be specific
about teaching and instruction.
During my ELA lesson, I realized how tough it is to keep anecdotal notes while asking whole
group questions during a read aloud. Next time I will have an easier form of assessment, like
a checklist so that I am not trying to take notes while the students are speaking and I can be
engaged fully in the lesson. For my math lesson, I would have written the possible categories
on the board because the students got frustrated trying to spell the names of animals. Also, I
would use smaller groups because all of the students wanted a chance to use the computers
but there were not enough available. I want to find a way to provide enough computers so
that the students can work as partners instead of groups of 4. For science, I would find ways
for students to use the content vocabulary more often. I may have also had a way for students
to reflect on their learning during and after the experiment by having them write down their
observations and sharing them.