Effective feedback for classroom students, facilitated by dedicated teachers, not only highlights areas of improvement but also celebrates strengths and guides students toward achieving their learning goals. This collaborative approach, led by educators, fosters a supportive learning environment where every student can thrive. In addition, targeted feedback aligned with specific learning objectives gives students a clear understanding of what they have done well and how they can improve. Ensuring that teacher candidates have the tools to provide constructive feedback to students is a crucial component of teacher preparation.
Evaluating Feedback Competency
EPiC™ Key Assessment Rubric B-3: Providing & Interpreting Targeted Student Feedback evaluates teachers' ability to effectively provide and interpret targeted student feedback. It focuses on anticipating how students will use feedback to revise their work and advance their learning.
The EPiC™ Part B Scoring Tool includes easy-to-use evidence markers that help EPPs assess teacher candidates' proficiency in aligning feedback with student needs and learning objectives. Below are sample evidence markers from section B-3.2 Target Student Feedback.
Strategies for Providing Effective Feedback
Educator Preparation Providers (EPP) are vital in equipping teacher candidates with the skills to deliver prescriptive feedback. EPPs may recommend that teacher candidates encountering challenges with providing feedback investigate practical and easy-to-implement strategies such as:
Focusing feedback on the specific skill or learning target/objective.
Giving students time to revise their work and think about what they might do differently in the future.
Encouraging students to create portfolios showcasing their best work alongside reflections on their growth. Portfolios serve as a tangible record of progress and facilitate meaningful discussions on learning outcomes.
Providing students with assessment rubrics and guiding them in evaluating their work against specific criteria. Require written justifications for their self-assigned scores to promote critical thinking and self-awareness.
Conclusion
By integrating these strategies into teacher preparation programs, providers can ensure that future teachers are equipped to deliver impactful feedback that promotes student growth and achievement. Empowering educators with the tools to provide prescriptive feedback tailored to individual student needs is essential for creating inclusive and effective learning environments. Targeted feedback informs students of their progress and empowers them to take ownership of their learning, fostering a culture of continuous improvement and academic success.
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