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April 2016 | Volume 73 | Number 7 Looking at Student Work Pages 56-60
Cris Tovani
By setting up ways to get frequent feedback from students' works in progress, we can find out what they need—before it's too late.
Several years ago, I decided that if I were going to spend time writing comments on my students' writing work or on assignments connected to their in-class reading, those comments had to do more than justify a grade. They had to give targeted feedback that would show students how to improve the quality of their work.
I'd been finding the hours I spent writing feedback on students' work discouraging. For one thing, students didn't pay attention to my comments, and, for another, the quality of their work wasn't improving. A change in how I responded to their work was necessary.
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