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Emerging Advanced

1. Understand the The teacher may demonstrate a need for students to develop The teacher demonstrates that the skills of getting and
their feedback skills, but doesnt see a connection to how it utilizing feedback play an important role in helping to cultivate
importance of helps students be future ready in todays world. future ready learners. The teacher advocates for students to
feedback in grow these skills.
cultivating future
ready learners
2. Grow a culture of
Teacher models giving The teacher may share some of his or her thinking about The teacher consistently and explicitly models all aspects of
and using feedback to feedback, but does not elaborate or share personal learning the feedback process and thinks-aloud about his or her own
experiences with students. learning. The teacher seeks feedback from students, and
enhance learning uses that feedback in the modeling of what best practice
looks like.

Instruction is flexible During a lesson, student may only be given the opportunity to Instruction allows for students to seek and utilize feedback
to allow for students to give, seek, and utilize feedback at a time determined by the when it would benefit their learning, and routines have been
schedule of the lesson, not by the needs of the students. established to provide flexible opportunities to give, seek, and
seek, give, and utilize utilize feedback.

Emerging Advanced

3. Supports student
development of
giving and using
Students actively Students are beginning to listen to their peers, but may Students actively listen to their peers, and observe their work
observe, listen, and misinterpret what they hear or observe, and are not yet able to closely. Through thoughtful conversation students are able to
offer quality feedback to their peers. explain their feedback to their peers pointing out specific
give quality feedback strengths, and areas for improvement. If their classmate has
to their peers a question they are able to reflect, and offer their perspective.

Students reflect on Students may begin to reflect on the feedback, but struggle to Students are able to reflect on the feedback, and engage in
feedback and take use feedback to take any additional steps. purposeful dialogue about it if necessary. Students are able
to determine if the feedback will help them move toward their
appropriate next steps goal, and if so, use it to plan and implement their next steps.
Emerging Advanced

Students seek Students only seek feedback when required to do so, and dont Students are able to ask peers and teachers for feedback to
feedback to enhance know how to purposefully use their feedback once they have it. enhance their learning, and they are able to ask their peer or
teacher targeted questions that help them get the feedback
their learning, make that will be most helpful to them.
improvements, or
solve a problem

Emerging Advanced

4. Encourage
students to think,
reflect, and deepen
their understanding
Teacher provides The teacher provides some feedback, but it may not be timely The teacher consistently provides feedback to students at
substantive, frequent, or may not help students understand what they need to do next. appropriate times to help students develop their
understanding. There is a collaborative culture between
and constructive students and teachers in which conversations about learning,
feedback in a timely goals, and progress are a natural part of the classroom.

Teacher plans quality The formative assessments may not be tied to goals for student The teacher uses a variety of formative assessments that are
formative assessments learning. clearly tied to goals for student learning and allow the teacher
to collect information about individual student progress.
based on goals for
student learning The students understand what type of feedback they will
receive from the formative assessment and may contribute to
its creation.

Teacher uses The teacher may use formative assessment to make broad The teacher uses formative assessment data to make
formative assessment plans for future instruction. purposeful choices about the content and delivery of
instruction needed for individual students and groups of
to inform instruction students. Students and teachers collaborate about the data,
and what the needs may be.