FORMATIVE ASSESSMENT (Assessment for learning)

All constructive feedback generally have the same characteristics (Black & William, Inside the
black box: Raising standards through classroom assessment, 1998; Heritage, 2007; Stiggins, An
introduction to student-involved assessment for learniing (5th ed.) , 2007).
‣ It is standards specific; it relates the student’s work specificly to the standards-based
performance task and avoids non-task related statements.
‣ It focuses on the critical aspects of learning by concentrating on no more than two to
three critical feedback points at a time. Students often shut down emotionally if they hear
too much feedback at once.
‣ It has a descriptive, not evaluative tone.
‣ It is immediate or at least timely. The longer the delay, the less meaningful the
feedback.
‣ It is clear and direct by succinctly communicating the strength or the gap in student
learning.
‣ It provides concrete suggestions for improvement.
‣ It is realistic; suggests small manageable change rather than a large complex one that
may cause students to shut down.
‣ It is ongoing; the more feedback the teacher provides, the better they understand what
they need to do to improve.
‣ It allows for students own feedback.
‣ It aids students in developing a commitment to change.
DELIVERING FEEDBACK – SOME SUGGESTIONS
‣ Accept the student’s difficulty with the standard may not be their fault and let them know
that you sincerely want to help them.
‣ Deliver feedback in a caring and nurturing tone or at least a neutral tone.
‣ Use statements designed to focus the student on their specific learning problems.
‣ Use various methods to constantly remind students of the rigor required in learning this
standard i.e. what would success look like with the required learning?
‣ Paraphrase students’ responses to help them clarify their thinking.
‣ Scaffold the students’ learning as appropriate.
FEEDBACK CATEGORIES
WRITTEN
FEEDBACK
ADVANTAGES
Can be referred to
frequently
ORAL FEEDBACK NONVERBAL TECHNOLOGY
Is spontaneous
Can promote a
Spontaneous and
neutral
Often spontaneous
Often a record of
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