Co-constructed feedback is a collaborative conversation of student performance based on a scaled learning target, performance toward proficiency success criteria, student self-assessment, and teacher feedback. In part one of this blog series, I described the process of co-constructed feedback and what it can look like in your classroom.
Here are four ways to make it a worthwhile experience for both you and your students.
The Benefits of Co-Constructed Feedback
1. Focus on the feedback
Student feedback should be immediate. This is always a difficult task given we have so much on our plates, but timely comments are necessary. If possible, try to provide them within 1-2 days of the assessment and remember to make them personal. Giving specific, targeted feedback that focuses on student’s strengths and areas of growth will take the attention off the letter grade. Feedback can be given in a variety of ways—written, verbally, or as a recorded response in their recording tool.
In my experience, it is best to have a one on one conversation with students during class time. This is where you have the chance to make meaning of the learning target and performance toward proficiency success criteria together. You can answer questions and eliminate any misunderstandings your students might have about their progress. Students should lead the conversation while you ask some probing questions:
- How does this performance reflect growth from your last performance?
- Can you give me a specific example of a target-level ________ (an open-ended question, varied word choice, etc.)?
- What is your action plan for improvement?
- If you could change one thing about this performance, what would it be?
- If you could re-do this performance, how would it look different?
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