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I train the students on utilizing the rubric in General Psych, both on themselves and their peers' work. In LTS, students can record their own feedback on the student platform and, as previously mentioned, they practice providing direct, critical, honest feedback to each other.

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I train the students on utilizing the rubric in General Psych, both on themselves and their peers' work. In LTS, students can record their own feedback on the student platform and, as previously mentioned, they practice providing direct, critical, honest feedback to each other.

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Formal formative first drafts are a HUGE part of my class routines.  Informal feedback is a consistent element of 'summative weeks' in class. I am trying more and more to demonstrate the process of feedback to the whole class; so we work together to give feedback to a piece of work on the board; sometimes using menti. Working on giving specific recommendations.

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I use Canvas or write directly on documents but I try to speak with the students directly.

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I use Canvas or write directly on documents but I try to speak with the students directly.

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I provide feedback verbally, through Canvas rubrics and comments, and hand-written on essays. My feedback is typically targeted and gives students suggestions on improvements that can be made going forward.   

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I provide feedback verbally, through Canvas rubrics and comments, and hand-written on essays. My feedback is typically targeted and gives students suggestions on improvements that can be made going forward.   

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I go through the rubrics with the students so they have a good understanding of what is expected of them. I add verbal and written feedback, and get their feedback regarding how they feel they performed on the assessment.

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Students are FREE to respond to feedback on Canvas, and to on-the-spot feedback in class.  Students are free to re-submit a formative, or to re-do it even if it is not re-submitted, based on the feedback provided.  

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Students are FREE to respond to feedback on Canvas, and to on-the-spot feedback in class.  Students are free to re-submit a formative, or to re-do it even if it is not re-submitted, based on the feedback provided.  

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Most students understand why they received the grade they did based on the rubric provided and I have found that they follow it more closely with the next summative.

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Right now I am trying to work on getting students to respond to feedback in canvas, or follow it up with a personal chat to clarify any questions they may have.

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Right now I am trying to work on getting students to respond to feedback in canvas, or follow it up with a personal chat to clarify any questions they may have.

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I write feedback on Canvas in the comments section of any part of the rubric where they are missing a point, especially on group documents. On digital essays, I will have them add me as an editor and add comments and highlight in their essay. Paper essays I print out a scoring guide, and sometimes leave short notes in addition to what I highlight/circle.

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Standards are listed on rubrics and how they are supposed to be completed accurately. Grading is done based on rubrics, and I use rubrics to give feedback on a specific grade.

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In formatives, use the formative 4 point rubric.  For project-based summatives, rubrics specific to the project are provided.  Completed project samples or model/sample responses (for formatives) are provided for students to see what something following the rubric would look like.

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In formatives, use the formative 4 point rubric.  For project-based summatives, rubrics specific to the project are provided.  Completed project samples or model/sample responses (for formatives) are provided for students to see what something following the rubric would look like.

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The rubrics are in Canvas for each summative assignment. I have the rubrics on the formative before for rough drafts so that they can see what they would score on the summative.

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Students always have the option to fix/improve on the assignment they turned in, as they are developing their skills. They are often reflective and have the ability to politely disagree and argue their perspectives and points on why they think they should receive a higher grade on the given assignment

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Students always have the option to fix/improve on the assignment they turned in, as they are developing their skills. They are often reflective and have the ability to politely disagree and argue their perspectives and points on why they think they should receive a higher grade on the given assignment

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I want students to ask for clarification on the feedback I provide them and ask questions about how to apply that feedback on future assessments. I think students feel really empowered and comfortable knowing they can ask for clarification on the feedback they receive.

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In LTS, we train students to provide each other with relevant, critical, targeted feedback (no compliment sandwich). Before doing public pitches, I highlight the focal point or skill that we are targeting with our feedback. Then, I try to stay in the background so that the students learn to manage their own learning and development cooperatively.

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In LTS, we train students to provide each other with relevant, critical, targeted feedback (no compliment sandwich). Before doing public pitches, I highlight the focal point or skill that we are targeting with our feedback. Then, I try to stay in the background so that the students learn to manage their own learning and development cooperatively.

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I use an IB rubric on every formative and summative assessment, so students are aware early on what they look like and what they need to do, and to make sure assessment is based on the standards. 

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I use an IB rubric on every formative and summative assessment, so students are aware early on what they look like and what they need to do, and to make sure assessment is based on the standards. 

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-Students are frequently asked/suggested to provide any questions they may have.
- I like to encourage a classroom that is open, in which students are welcomed to question my teaching style, the content, or the curriculum itself. Ideally, I try to reshape the course to the needs of the students at the end of each year.

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I usually copy and paste a generic list from the rubric into my comments and then show them their score in each section with precise feedback for each.

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I usually copy and paste a generic list from the rubric into my comments and then show them their score in each section with precise feedback for each.

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I always strongly encourage students to keep up with Canvas so that they can see what they are doing right and what they need to improve on

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- Feedback on Canvas
- Checks for understanding
- Clear rubrics
- Monitoring student progress in class and on Canvas

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I try to include rubric indicators as comments to let know students where they ended up and why. Then I also add additional feedback on how they could have achieved higher marks on the rubric.

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I privilege very focused feedback - in other words, I tend to limit the number of things I give feedback on, focusing on a few things they did well and on only one area of improvement. This makes the feedback more approachable for the student, and leads them to improve in the most significant way possible. Ex: I'd rather give them feedback on the quality of their thesis than their use of the Oxford comma. One will result in dramatic improvement, the other not. Prioritizing what I give feedback on results in greater improvement in the long run.

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I give a lot of group feedback at the beginning of the class focusing on issues that I see groups of students all made. I also give individual feedback on most formatives in canvas. For big projects I will be meeting with students individually.

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I give a lot of group feedback at the beginning of the class focusing on issues that I see groups of students all made. I also give individual feedback on most formatives in canvas. For big projects I will be meeting with students individually.

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We incorporate NHD rubrics for their NHD projects. I also go over other rubrics with them to have a meaningful discussion on where they and I meet on how each of us think they fall on the rubrics. 

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We incorporate NHD rubrics for their NHD projects. I also go over other rubrics with them to have a meaningful discussion on where they and I meet on how each of us think they fall on the rubrics. 

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Students know they will get formative feedback on Google Docs AND I will review those comments with them one on one.

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standards are listed on the rubrics and then i list the expectations per standard

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On Canvas - utilizing the rubric to guide the feedback. I will either target the area for improvement or, if it is worth the full score, I will comment directly on what they did well and/or how to even improve further next time.

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On Canvas - utilizing the rubric to guide the feedback. I will either target the area for improvement or, if it is worth the full score, I will comment directly on what they did well and/or how to even improve further next time.

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I use a combination of Canvas, written, and verbal feedback. Before reassessment (and at any time) they are invited to meet one on one about any assessment for feedback as well.

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For my NHD projects, I conference with each individual/group and give them verbal feedback. The students add the feedback to a Google doc for reference. I also add feedback to their notecards in NoodleTools.

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For my NHD projects, I conference with each individual/group and give them verbal feedback. The students add the feedback to a Google doc for reference. I also add feedback to their notecards in NoodleTools.

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- Grades are done according to publish rubrics on Canvas, which outline examples of correct or proper answers.
- I discuss these rubrics in connection with any questions about grades or reflections of performance.

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When students are working on formatives independently or in small groups, I rotate throughout the room and check in, provide verbal feedback.  For feedback on Canvas, the expectation is for students to look when they can.  

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When students are working on formatives independently or in small groups, I rotate throughout the room and check in, provide verbal feedback.  For feedback on Canvas, the expectation is for students to look when they can.  

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For formative work, I always leave comments on Google Docs. For summative work, I leave comments on Canvas. For summatives, I copy and paste rubric indicators as well.

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Typically, I use Canvas to give feedback. I always start with something positive and then end with something they can improve on. I include this on summatives and formatives connected to the summative for that topic. If I think of it in the moment, I will also say something when I see them in person regarding the feedback as well.

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I have a meetings with individual students or groups to go over their projects. I often show them as they progress which sections work and which sections we need to add or focus

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I have a meetings with individual students or groups to go over their projects. I often show them as they progress which sections work and which sections we need to add or focus

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always look for comments even if it is EE

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- Oral feedback in class
- Written feedback on Canvas or Google Doc assignments for every formative
- Warmups every few weeks include opportunities for students to provide feedback, which I respond to individually.

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I mostly do everything in canvas. Sometime it can be generic, like "good job!", but when it's a more conceptual assessment, I try to give precise feedback on where they can make improvements going forward.

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I mostly do everything in canvas. Sometime it can be generic, like "good job!", but when it's a more conceptual assessment, I try to give precise feedback on where they can make improvements going forward.

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Feedback is on paper for paper assignments, on Canvas/Google docs for digital assignments. It is generally written, ususally in short phrases for very narrowly focused comments, and in paragraph format for  holistic feedback.

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Sometimes I print up the rubric, usually with essays and provide feedback on there or attach the essay to the rubric and put comments on the essay
formatives are responded to via Canvas and I tell the students to always check for comments

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On Canvas in the comments section.  It is typed.  Suggestions are provided for open-ended questions, for correct/incorrect items corrections are provided.

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On Canvas in the comments section.  It is typed.  Suggestions are provided for open-ended questions, for correct/incorrect items corrections are provided.

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I provide feedback on the document and also provide frequent verbal comments

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I provide feedback on the document and also provide frequent verbal comments

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- Feedback on assessments on Canvas
- Feedback on formatives directly on documents and in class
- Compliment sandwich -> Compliment, Negative/Critique Feedback, Compliment