| |
|
|
| |
|
|
|
|
Teacher Feedback
For years, Mrs. Marsh has just put a grade on an assignment and never provided the student with any feedback. The students always ask a ton of questions about their grade. Mrs. Marsh knows she needs to give feedback, but she doesn't know where to start. What would you recommend? What strategies should she implement? |
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 1
Posted October 19, 2014 12:26 am |
|
|
|
| |
Mrs. Marsh should utilize rubrics when assessing student work as rubrics provide a guide for students as well as providing justification of teacher scoring. |
|
|
| Comments posted for this solution |
|
|
Agreed, if she doesn't want to provide feedback, which she should, she should start using a rubric. |
| |
Posted on: October 19, 2014 2:51 am
|
|
|
|
|
|
A rubric will help her the best, even if she does not want to use a rubric she needs to train herself to use one and then when she's comfortable enough she can stop using it. It will help her keep focused on assignments also. |
| |
Posted on: October 19, 2014 4:28 pm
|
|
|
|
|
|
I agree with you. Creating a rubric would solve most of her problems, and would be a great way for her to start. With the rubric it will help her explain and show what is required of the students for each assignment and be able to provide better feedback to them if needed. |
| |
Posted on: October 19, 2014 7:50 pm
|
|
|
|
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 2
Posted October 19, 2014 11:39 am |
|
|
|
| |
Mrs. Mash should take this as a sign that the students are not clear about the assignments prior to Mrs. Mark giving it to them. Rubrics are one way to spell out exactly what you are looking for.
Depending on the grade level Mrs. Marsh could use edmodo and give students immediate on-line feedback that they can read at any time. It also allows parents to see the feedback. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 3
Posted October 19, 2014 1:04 am |
|
|
|
| |
For the next assignment Mrs. Marsh should assign the project work; provide three examples of what she is looking for, and thoroughly go over each example, preferably out loud and up close on the Smart Board. Being sure to offer feedback on why example 1 does not meet the requirements of the assignment, example 2 meets the standards required by the assignment, and example 3 is an exemplar representation of the expectations of the assignment. In essence the teacher is building up to an assignment rubric, but answering all the students questions prior to the assignment will save the teacher a lot of individual student conferences, or questions. Being pro-active in teaching rubrics is the key when the students are not used to or have never used them prior to this assignment. Finally, when the student believes there assignment is ready for submission, have the students rate their own work with the very rubric the teacher will use. The teacher will complete the same rubric on the assignment writing specific feedback for each rubric score offering immediate feedback. |
|
|
| Comments posted for this solution |
|
|
I really like the idea of using actual examples to show the students what a project or assignment would look like for each grade criteria. This gives them an visual aid to go along with the rubric. |
| |
Posted on: October 20, 2014 12:57 am
|
|
|
|
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 4
Posted October 19, 2014 5:15 pm |
|
|
|
| |
Mrs. Marsh should include more learning stations in her classroom. One station should be teacher station and she should conference with students about thier assignments, This is essential because students should alwyas be able to clear up any misunderstanding about skills not mastered. A teacher conferenceing with a student about assignments and conducting periodic data talks is vital. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 5
Posted October 19, 2014 9:15 pm |
|
|
|
| |
Another solution would be to develop a checklist of issues that you found with a particular set of assignments. When giving a grade sometimes having check list of common problems allows for an objective score to be given for an assignment. Such responses to include on the check list would be: insufficient sentences/length, not using complete sentences, missing key vocabulary terms, inappropriate grammar usage, missing key information. These help when giving feedback to students on homework assignments or even quick writes. This also helps the teacher give feedback that is appropriate for all students. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 6
Posted October 20, 2014 12:56 am |
|
|
|
| |
Not only should Mrs. Marsh use rubrics, but she needs to actually write her commentary on the rubrics. If she is concerned about giving the students the actual paper, she can easily make a copy of it. If it is a project, my students are given a copy of the rubric so that they can see exactly what the expectations are for each aspect of the project. When the students are presenting the projects, I literally sit there and write my thoughts on the rubric so that when I go back to grade them later, I can see my comments and remind myself of what the student did well and what the struggles were with the project. Parents like to see my feedback just as much as the students. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
|
