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September 2012 | Volume 70 | Number 1
Feedback for Learning
The feedback students give is just as important as the feedback they get.
Last year, I spent a lot of time studying feedback. I was trying to perfect the feedback I gave—what I said in student-teacher conferences and what I wrote on papers. My
motives were pure. I wanted to say and write the ideal comments that would cause students to dig back eagerly into their reading and writing. I was concentrating so hard on what I
was doing, I forgot to focus on the kids.
As usual, a student reeled me in and refocused my learning. Nate was a junior who sporadically attended my first period class. I knew that if his attendance didn't
improve, he would fall so far behind that he might fail. I decided that a little feedback on how his attendance was affecting his grade might motivate him to come to class. So in the
electronic grade book, I posted zeros for the assignments Nate hadn't turned in. They showed up as Fs and averaged into the overall points
so that Nate could see how his grade was affected.
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Copyright © 2012 by ASCD
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