FEEDBACK LOG for Formative Assessment

Lesson Day Feedback Provided How would or will you encourage

students to use the feedback?
1.
DAY 1-Science Whole Class: Whole Class:
Oral feedback was given after the 1. As a concrete reminder, I
Force and Motion activity, made a poster with the
highlighting everyone's active question "What will
participation. I said, "You've all happen if...?" to encourage
shown great curiosity and them to think about
observation skills today, which is predictions based on their
exactly what scientists do. Keep observations. This poster
this up, and let's remember to will be prominently
always ask why things happen the displayed in our science
way they do." corner.
Student #1: 2. The follow-up learning
I provided oral feedback focused on experience involves
their specific contributions. I starting each science
mentioned, "Your observation lesson with a quick
about different surfaces affecting predictive discussion
the marble's speed was really based on the day's activity,
insightful. It's important to keep encouraging them to apply
making such detailed observations. the feedback about making
Now, let's try to connect why this observations and asking
happens with the scientific concepts 'why'.
we've learned." Student #1:
Student #2: 1. For this student, I placed a
Oral feedback was also the method small 'Why?' sticker on
here. I praised their enthusiasm for their desk as a daily
sharing observations verbally and reminder to think about the
suggested, "You're really good at reasons behind their
explaining what you see. Next, let's observations. This tactile
work on making predictions before reminder will prompt them
we start our experiments. This will to make deeper
be a great way to apply what you connections between their
know and see if it matches the observations and scientific
outcome." principles.
2. In the next lesson, I plan to
have this student lead a
mini-presentation on their
observations, encouraging
them to explain the 'why'
behind what they
observed, helping to
reinforce the feedback and
deepen their
understanding.
Student #2:
1. I gave them a personalized
bookmark with "Predict
First!" written on it to use
in their science notebook.
Lesson Day Feedback Provided How would or will you encourage
students to use the feedback?
1.
This visual cue will
remind them to make
predictions as part of their
scientific exploration
process.
2. For a practical application
of the feedback, the next
experiment we conduct
will include a prediction
phase where this student
will be encouraged to
share their prediction with
the class before we test it,
promoting their verbal
skills and reinforcing the
importance of making
predictions based on
scientific knowledge.

Day 2- Math Whole Class: Whole Class:

Written feedback was shared 1. As a reminder of the
through child-friendly scoring feedback, I created a
guides after the worksheet activity. colorful poster listing
I praised the class for their efforts common mistakes to avoid
and understanding, noting, "Great when working with
work on identifying the coins and money, which we
solving the word problems! Let's reviewed at the start of the
continue to practice adding and next lesson.
subtracting with money to become 2. The next lesson included a
even quicker and more accurate." mini-quiz at the beginning,
Student #1: designed to reinforce the
This student benefits from specific, importance of accuracy
concrete feedback, so the child- and speed when adding
friendly rubric was invaluable. On and subtracting money,
their rubric, I wrote, "Excellent job directly applying the
on identifying coins! Now, let's feedback from the
focus on making sure we're also previous class.
accurately adding up their values." Student #1:
Student #2: 1. To remind them
Since this student thrives with specifically about focusing
verbal feedback, in addition to the on accurately adding up
written feedback on their scoring coin values, I placed a
guide, I personally told them, "I'm 'Math Money Master'
really impressed with how you're bookmark in their math
solving these word problems. Next workbook, which had tips
step, let's work on double-checking for adding and subtracting
your subtraction for more accuracy. money.
You're doing great!" 2. I arranged for them to pair
up with a peer for a
'money challenge' activity
where they practiced
Lesson Day Feedback Provided How would or will you encourage
students to use the feedback?
1.
adding up coin values
together, encouraging
application of the feedback
in a supportive, peer-
assisted environment.
Student #2:
1. For this student, I gave
them a checklist attached
to their desk, which
included "Double-check
your subtraction!" as a
daily reminder. This visual
cue aimed to prompt them
to review their work
carefully.
2. In a follow-up activity, I
tasked this student with
creating a short
presentation on 'Top Tips
for Accurate Math with
Money', allowing them to
share their learning and the
importance of double-
checking work with the
class, reinforcing the
feedback through teaching
others.

Day 3- LA/SS Whole Class: Whole Class:

After the students completed their 1. To remind them of the
worksheets on Jackie Robinson, I feedback, I posted a
provided written feedback on a 'Question of the Day'
child-friendly holistic rubric that we related to our lesson on the
had discussed at the beginning of classroom door. Each day,
the learning segment. I highlighted this question aimed to
the class's overall strong grasp of provoke further thought
key details from the texts and about Robinson's legacy
praised their thoughtful engagement and the qualities that
with Robinson's story, noting, contribute to historical
"You've all shown excellent change, serving as a daily
understanding of Jackie Robinson's reflection on our
impact. Let's keep digging deeper discussions.
into how individuals can make a 2. The next lesson involved
difference in history." students researching other
Student #1: figures similar to Jackie
This child benefits greatly from Robinson who have made
precise and concrete feedback, so significant contributions to
the rubric was particularly useful. social change, encouraging
On their individual rubric, I wrote, them to apply their
"You've captured Jackie Robinson's understanding of
achievements very well! Next, let's Robinson's impact to
Lesson Day Feedback Provided How would or will you encourage
students to use the feedback?
1.
focus on understanding the broader recognize the broader
impact of his actions on society and theme of individual
history." influence on history.
Student #2: Student #1:
Given this student's preference for 1. For this student, I provided
verbal feedback, in addition to the a visual timeline template
written feedback on their rubric, I as a concrete reminder,
also made a point to speak with helping them to place
them directly. I said, "Your insights Robinson's achievements
into Jackie Robinson's character are within the larger context of
impressive. I'd love to see you American history and civil
explore further how his courage rights movements. This
changed baseball and American tool aimed to aid them in
society. Let's discuss some ideas on connecting individual
how you can do that." actions to societal impact.
2. They were then tasked
with adding other
historical figures to the
timeline, drawing parallels
between Robinson's
impact and other key
moments in history,
directly applying the
feedback to deepen their
historical understanding.
Student #2:
1. I gave this student a
bookmark with key dates
and facts about Jackie
Robinson, along with
critical thinking questions.
This served as a tactile
reminder to delve deeper
into how Robinson's
courage and actions
transcended sports.
2. As a follow-up, this
student led a small group
discussion on the topic of
"Sports Heroes and Social
Change," allowing them to
vocalize their thoughts and
further explore the
feedback through peer
interaction and
collaborative learning.