Reporting and Feedback

Not just any type of feedback is effective. It could make or break a student’s desire to progress into learning. It could also come from parents, classmates, and even scores. As a teacher, I wish to provide good feedback which is both constructive and formative. It should also be valid and reliable and grounded on the learning objectives.

I realized the importance of rubrics especially in non-traditional assessments to ensure that results generated are justified by appropriate and adequate criteria. I appreciate single-point rubrics because they provide an idea or description of a good performance. It avoids the dangers of wrong and limited choices which are not appropriate for the students’ performances as sometimes the case of other types of rubrics. They also show areas for improvement and high points meeting above expectations. Basing feedback from reliable sources are more credible and accurate measures of performances.

I also want to make sure that the feedback I give is clearly based on stated learning objectives. In this way, students are always grounded on how they are progressing and poised to carry on higher levels of learning.

Strike the iron while it’s hot. Feedback should be given at the most immediate time possible so that it could be effectively used formatively. Succeeding steps and recommendations are also coupled with description of performances.

No matter how badly the student fared, I should always speak in an encouraging manner. Feedback is a way to show students that I am never giving up on them and this might be their motivation to study harder.