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DVHS Continuous School Improvement
GOAL #2
Purpose:
Reading for Essential
Understanding
IĒĕđĊĒĊēęĆęĎĔē
Fine‐tune how you provide feedback by focusing
on the details of what you say, as well as when you
say it. Research suggests best practices for
providing feedback:
1. Increase the value of tests and homework.
Providing only a grade or number on a test or
homework assignment leaves out critical
information for students. Take time to write
comments, point out omissions, and explain your
thinking when reviewing student work.
2. Make feedback count. Feedback is best when it is
corrective in nature. Help students see their
errors and learn how to correct them by
providing explicit and informative feedback when
returning student work. Make feedback another
part of the learning process. Don't delay feedback.
The longer students have to wait for feedback, the
weaker the connection to their effort becomes,
and the less likely they are to beneϐit.
3. Help students get it right. If students know you
want to see them succeed, and you're willing to
help explain how, their learning improves. Give
students opportunities to improve, try again, and
get it right.
4. Ask students to provide feedback. Students can
monitor and provide feedback to other students,
as well as compare their work to criteria. Engage
students in review of their own work and others.
5. Give students time to absorb new ideas. Tests are
more effective as opportunities for learning if a
day has gone by between learning experiences
and the test.
6. Use rubrics. Rubrics provide criteria against
which students can compare their learning.
Involve students in developing rubrics. Rubrics
help students focus their effort.
Psencik, Ed.D., K. (n.d.). Examining Student Work and Providing Precise Feedback.
Retrieved February 24, 2015, from
http://www4.scoe.net/ims/webcasts/relatedMaterials/140121ProvidingFeedback.pdf
Original Source:
http://www.netc.org/focus/strategies/prov.php
buchachon, iStock/thinkstock
Updated 12/01/17
Refer to Appendix D for examples
.
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