2.

When reflecting on the feedback you provided for the 2 students and the whole class, do
you feel this effectively provided them with insight into their learning about the
content? Why?

I feel that the feedback that I provided to my students was effectively provided. I gave
students verbal feedback during lessons and provided students with either verbal or written
feedback after they had completed the lesson. I think that I did a great job providing verbal
feedback to Student 1, who is a struggling reader and writer. For student 2, I felt that I provided
her with positive reinforcement of the skills that she had shown. By providing students with
feedback on their strengths and their weaknesses, I was able to pinpoint what the students were
doing well on while correcting their common errors. Both students seemed to favor verbal
feedback on their progress and learning goals.

3. How did you or will you help students use this feedback? You will want to discuss the
concrete ways you will use to remind them of the feedback and the teaching strategies
you will incorporate to then have them use the feedback.

In future lessons, I would have students review their verbal and written feedback
carefully. I would ask students to determine one or two things to work on for a learning goal. The
things that the students would need to work on would be from the feedback that the teacher
provided. By having students develop their own goals and write them on a notecard, the students
can use this notecard during the next lesson to remind them of things that they need to progress
towards. Also, by grouping students that had similar errors, the teacher can provide more
feedback and help students in identifying errors to help them understand what is expected.

4. Describe what you learned about teaching and learning related to assessment and
feedback? Please be specific and use some concrete professional citations in your
answer.

During the implementation of lessons, I found that assessments are quite important to
guide student learning. Without formative assessments, teachers would not know if the students
are understanding the content that they are teaching. Not only do assessments need to inform
instruction, but the formative assessments need to be effective in providing accurate data and
providing the correct type of information to inform lessons. Teachers need to be aware of exact
things that they need to assess to help students reach the goal of the learning objectives. For
example, if you are teaching a lesson on personal accountability, the students would need to be
accessed on their understanding of personal accountability. It may not be important to assess the
students’ knowledge on how they can apply personal accountability to a text. Though this could
still be part of the lesson, it would be more important to collect assessments first on the students
own understanding of personal accountability. The six facets of understanding are components
that should be considered for assessments. The six facets are explaining, interpreting, applying
and adjusting, perspective, empathy, and self-knowledge (Wiggins & McTighe 2011).. Now, it is
not necessary, or wise, to incorporate each of the six facets to determine students’ understanding

Cummins, L. 2019
of content. These facets can be used to help students show their understanding through products,
words, behavior, or performance-based assessments. (Wiggins & McTighe 2011). It is also
important to consider the fact that each facet of understanding is equal to one another. Another
important aspect presented by Wiggins and MctTighe (2011) is that we need to consider the
specifics of what the students need to do to show their understanding and to which degree should
the students have reached this understanding.

5. What would you have done differently during this lesson week? Why? Be specific!

Something that I would have done differently during lesson week is provide more
detailed expectations for student work. I had this perceived expectation that students would
understand what to do by being given a task. Though, I found that the students require a walk
through of the tasks. Therefore, providing an example of how to do the graphic organizer is
extremely helpful to students. The students showed some confusion after a lesson, not knowing
how to apply their learning in written form. In future lessons, I will be sure to go be more
explicit and detailed with exactly what I expect from students in their own work. This will
provide less errors and promote student understanding.

Cummins, L. 2019
 References
McAfee, O., Leong, D. J., & Bodrova, E. (2004). Basics of assessment: A primer for early

childhood educators. Washington, DC: National Association for the Education of Young

Children.

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality

units. Alexandria, VA: ASCD Publications.

Cummins, L. 2019