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Feedback
Check for Understanding
Student Self-evaluation

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I have seen some great student to student feedback in 4th grade using Flipgrid. After community and trust are established, students are providing feedback to each other based on success criteria. 

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I have seen some great student to student feedback in 4th grade using Flipgrid. After community and trust are established, students are providing feedback to each other based on success criteria. 

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I have used exit tickets in the past but would like use them daily if possible. I would also like to use polling methods since it is immediate feedback.

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Right now I am using teacher to student feedback but I think we will get to student to student feedback. Google docs is a great way to have students give feedback. Have not used student to teacher feedback but that would be interesting.

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One thing about this module that I really appreciated was the section regarding the socioemotional links to feedback. I am trying to implement the idea of having a positive relationship with students and feedback. I'm trying to really instill in the students that mistakes are how we learn and also how it is important for us all to be problem solvers in our lives.

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As my school enters the transition of coming back to campus in real life, I want to implement more exit slips as a way to get feedback and an understanding of where the students feel they are in their learning. As I will still have some students on DL I would like to create some google forms to use as exit tickets for DL students as well.

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At the moment I am mainly using Teacher and student feedback on assignments. However in class, we are looking at finding evidence and siting evidence and I use color cards so all students are ranking if there was sufficient evidence or reasons given. I am also using padlet so students can see each other's work. I am moving toward students responding directly to each other as we build trust. 

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At the moment I am mainly using Teacher and student feedback on assignments. However in class, we are looking at finding evidence and siting evidence and I use color cards so all students are ranking if there was sufficient evidence or reasons given. I am also using padlet so students can see each other's work. I am moving toward students responding directly to each other as we build trust. 

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I am working to improve my feedback comments.  The comment that resonates with me the most is, "See how your persistence paid off." I find that I go to this comment often because when tenacious effort is put in, then progress is made.  It may be even a small step toward a future success.  We are all working on our own "not there yet" projects. 

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I am working to improve my feedback comments.  The comment that resonates with me the most is, "See how your persistence paid off." I find that I go to this comment often because when tenacious effort is put in, then progress is made.  It may be even a small step toward a future success.  We are all working on our own "not there yet" projects. 

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I would like to use interactive journals with my students to help improve my feedback to them and also work on writing skills. The idea of reading five journals a day seems manageable.  

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I would like to use interactive journals with my students to help improve my feedback to them and also work on writing skills. The idea of reading five journals a day seems manageable.  

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I don't always grade all assignments. To me, the purpose of grades are to represent mastery and I believe many assignments are just steps on the path. I would rather provide feedback and offer alternative ways to access the information if a student is struggling, instead of focusing on a grade.

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Student to Student Feedback During Distance Learning

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Student to Student Feedback During Distance Learning

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I'm finding lots of new uses for google slides to have students work in small groups on various types of projects on a slide, there use the note below the slides to comment/give feedback on the work done by other groups. This can allow for a bit of exchange either synchronously or asynchronously.

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I am very interested in implementing virtual retellings. I think this would be a very engaging way to assess student comprehension and other aspects of analyzing text. By making videos to share with their classmates, students will be more engaged and it will also help build community in our classroom.

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I have used recorded feedback a little bit in the past, but I often forget about that option.  I want to use it more to give feedback, but also encourage students to use that feature for asking questions or sharing reflections.

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There are many assignments that are practice skills taught awhile back which can help me drive my instructions sometimes in small groups. Also, it's another accountability piece. If the students need to master a skill taught in class, than I'll take a grade for that assignment.  

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There are many assignments that are practice skills taught awhile back which can help me drive my instructions sometimes in small groups. Also, it's another accountability piece. If the students need to master a skill taught in class, than I'll take a grade for that assignment.  

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I am currently using google form as an exit ticket for most of my lessons as well as padlet.  I am open to learning other ways of formative and summative methods. 

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I am currently using google form as an exit ticket for most of my lessons as well as padlet.  I am open to learning other ways of formative and summative methods. 

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I have started using the TAG acronym for giving feedback.  (T- Tell something you like. A- Ask  a thoughtful question. g -Give a suggestion) I started using it two weeks ago. After kids got comfortable receiving it from me, they are now giving it to one another. I am also giving them feedback, on their TAG feedback. I am trying to move them beyond "good job" or "I like what you did." Its become a very effective tool!

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I am finding credit no credit to be useful for the skill building assignments.  When my students take a picture of their workbook, I cannot always read the answers.  I am finding this to be frustrating for all involved!

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I am finding credit no credit to be useful for the skill building assignments.  When my students take a picture of their workbook, I cannot always read the answers.  I am finding this to be frustrating for all involved!

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My feedback is mostly teacher-student. With our teaching time feeling so very limited, I haven't worked through the best process for having 4th graders give each other feedback. I do have some hand signals that they use to show "agree" or "disagree" or ask for "thumb-o-meters" but that's about it for student-student feedback which I'd love to include more of. As for student-teacher feedback, I have found the best way is through short Google Form check ins.

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I am currently using Google Forms and Docs for Exit Tickets. They also provide a method for individual feedback.  I'm also using IXL to assess student skill levels. 

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I am currently using Google Forms and Docs for Exit Tickets. They also provide a method for individual feedback.  I'm also using IXL to assess student skill levels. 

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My feedback is mostly teacher to student.  I'm starting to use Padlet and Jamboard with my class and see these tools as a platform for student to student feedback.  Our whole class conversations offer moments for students to give each other feedback, but not to the level I'd like. 

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My feedback is mostly teacher to student.  I'm starting to use Padlet and Jamboard with my class and see these tools as a platform for student to student feedback.  Our whole class conversations offer moments for students to give each other feedback, but not to the level I'd like. 

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I am assigning a few points for each assignment just to hold myself and students accountable for completing work. However, on larger assignments or assignments I know include skills we will be building or including on report cards, I have recently enjoyed using Google Classroom rubrics to get a better idea of student's exact skills. I think this helps when they see more specific/targeted feedback as well.

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After reading, I reflected on the part of the book that mentioned interactive videos are helpful for students because they can watch them over and over again. I've been doing this, but I never stopped to ask for student feedback to see if this is even helpful for them. I want to use my time wisely and I think this is important for me to do so that moving forward I am only investing time in things that are actually being used.

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I would like to try having my students gauge their understanding on a scale of 1-4, and have them post their number in the chat. I would also like to download a voice recorder to give voice feedback. Kahoot could be a fun tool for a polling activity besides Google forms. I would like to find a way for kids to record themselves so I can listen to their retellings and get an idea of their comprehension skills.

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In the next two weeks, I would like to try using exit slips in my classroom. I think that they would be a fun way to assess my students for understanding, and quick to look through.

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In the next two weeks, I would like to try using exit slips in my classroom. I think that they would be a fun way to assess my students for understanding, and quick to look through.

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My feedback has been exclusively teacher to student so far this year. As for right now, my feedback has been by commenting on things through Google Classroom. Being a first year teacher and with all of the craziness going on in school right now, I haven't even thought of trying any other way for feedback. I would like to incorporate student-student feedback with their writing as we begin that in the next few weeks. 

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My feedback has been exclusively teacher to student so far this year. As for right now, my feedback has been by commenting on things through Google Classroom. Being a first year teacher and with all of the craziness going on in school right now, I haven't even thought of trying any other way for feedback. I would like to incorporate student-student feedback with their writing as we begin that in the next few weeks. 

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I do give grades on assignments in hopes that it will motivate students to reevaluate there work when I give them feedback.  I allow students to redo work once it has been graded.  They are allowed to redo problems and retry what they have done.  I hope to give students the understanding that mistakes are okay and a learning experience which they can improve on.  That said there are many assignments that are not graded that I feel help to build to the graded assignments.

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I do give grades on assignments in hopes that it will motivate students to reevaluate there work when I give them feedback.  I allow students to redo work once it has been graded.  They are allowed to redo problems and retry what they have done.  I hope to give students the understanding that mistakes are okay and a learning experience which they can improve on.  That said there are many assignments that are not graded that I feel help to build to the graded assignments.

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I appreciated the section on competency-based grading (pgs. 163-164) and the quote" too often organization, compliance, and behavior are lumped in with evaluations of learning " is a great starting point to have a deeper discussion on grading and our upcoming progress reports.

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Checking for Understanding resonates for me.  With distance learning I use  the chat to get responses from the entire group.  I can ask questions and watch as the answers com in and see who is having trouble and who isn't.  I can see when the entire group is having trouble  or an individual.  I try to reinforce understanding whether it is an individual or the group that needs help.  Asking questions of the group has worked well and given me the opportunity for immediate remediation and reinforcement of a topic when help is needed.

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I appreciated the Student Self-Evaluation: Best Practices summary and the section that resonated with me the most was the third bullet entitled "Mindset of students and teachers".  It talks about the task completion mode versus the "Evaluate and Recreate" growth mindset  mode.  This has a direct correlation to the arts integration grant and the reiteration of ongoing work. It highlights how important it is to  provide reflection time during the project and to allow for changes during the process. 

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I appreciated the Student Self-Evaluation: Best Practices summary and the section that resonated with me the most was the third bullet entitled "Mindset of students and teachers".  It talks about the task completion mode versus the "Evaluate and Recreate" growth mindset  mode.  This has a direct correlation to the arts integration grant and the reiteration of ongoing work. It highlights how important it is to  provide reflection time during the project and to allow for changes during the process. 

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I use Google Docs for writing assignments.  I can "drop in" to a student's page while they work and give real-time feedback.  I use Google Forms after a math lesson.  I create the form with questions that mirror the skill I have just taught.

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I use Google Docs for writing assignments.  I can "drop in" to a student's page while they work and give real-time feedback.  I use Google Forms after a math lesson.  I create the form with questions that mirror the skill I have just taught.

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Most of my feedback is "teacher to student", but we have some agreed upon gestures that provide some student-student feedback.  I've recently started using Jamboard and can see how students could use that to give each other feedback.

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Most of my feedback is "teacher to student", but we have some agreed upon gestures that provide some student-student feedback.  I've recently started using Jamboard and can see how students could use that to give each other feedback.

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I think "polling methods" through Jamboard might be worth a try....

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I think "polling methods" through Jamboard might be worth a try....

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I am using a weekly audio feedback voice message system using Mote with my students and family to provide specific praise and guidance once a week while I go through their Friday Turn In folders

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I am using a weekly audio feedback voice message system using Mote with my students and family to provide specific praise and guidance once a week while I go through their Friday Turn In folders

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Right now, it is more teacher to student. I am using once a week FlipGrid for student to student communication.

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This has been a topic that has received great consideration by the upper grade team at my school site.  Our administrator told us to come up with a plan as a group and it turns out that our plan is to do all different things due to our differing philosophies.  We have never had this kind of freedom prior to distance learning.  I am personally only giving credit/no credit (100% or no grade) on practice assignments.  Students are given feedback on all assignments and have as many opportunities as necessary to meet the expectations of an assignment.

When it comes to summative assessments, I am only giving "grades" for my information and to inform learning plans for my students moving forward.  I believe that grades are primarily used as an incentive for students who are self-motivated or who have incentive programs within their households.  I also believe, however, that all students should be held to different standards based on their educational journeys.  Therefore, we cannot hold all students to the same metric and doing so can often hurt students more than it helps them.

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Student feedback to foster respectful collaboration

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Student feedback to foster respectful collaboration

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I want to more actively use student-student feedback to help build the skills needed for collaboration. Music composition can be an intense experience, bringing intense emotions with it. (One thing that I appreciate about music as a discipline is the respectful etiquette displayed by professionals and amateurs alike. ) I am highly aware of modeling this behavior, and I would like to see my students practicing it while involved in the intense action of creation, esp with collaboration.

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As a music teacher, the performance, concert, or sharing tends to be the 'final.' With nerves, and generally only one way to 'grade' the concert (they were there and they tried), this isn't as much a summative assessment as a performance practice. As such, I tend to spend more on the formative side of assessment.
Music, especially performance classes, seems like a constant stream of formative assessing. Constantly giving feedback on what the group sounds like.

With younger students in general music classes, I'll mentally note student activity and make a big deal of progress when I see it. Actually, I do this with middle school students, also! :)

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I have been using Padlet to elicit student to student feedback.  I often ask students to respond to at least two posts in order to continue the dialogue.  I have been adamant that these posts are constructive and have asked for/given examples of constructive feedback during a class discussion, though I have not used a specific framework for the posts.  I really love the TAG method that I saw posted here and think I will introduce that method moving forward.

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I really appreciate the applicable content of this module. My grade level team is currently discussing the rapidly-approaching report cards and parent-teacher conferences. We are struggling to effectively assess STUDENT work... We love that parents are helping their students at home, but we recognize that it skews our data.

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I am mostly using teacher to student feedback. This week we administered a survey to parents and students. Parents were able to give us much needed feedback, as were students. We currently use Flipgrid for pure social interactions. I see great potential here in encouraging student to student feedback with the appropriate assignments.

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I appreciated the section on self-assessment. I've included a letter-writing rubric in my students binders at home but I haven't yet required them to return it in. I'm going to do this the next time that they are improving their drafts of their letters. 

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I appreciated the section on self-assessment. I've included a letter-writing rubric in my students binders at home but I haven't yet required them to return it in. I'm going to do this the next time that they are improving their drafts of their letters. 

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Student to student feedback is very easy and accessible on Flipgrid. They love (for the most part) videoing themselves or hearing their own voices and commenting on the work of other students is effortless on this platform.