Assess your Feedback Practices

Once I have studied the Seven Strategies of Assessment for Learning, to what extent is each of the characteristics of effective feedback part of my regular classroom practice?

SURVEY STATEMENT	RATING
	1	2	3	4	5
#1. I communicate learning targets to students in language they can understand, as a regular part of instruction.
#2. I use examples and models of strong and weak work to help students understand key elements of a quality response, product, or performance.
#3. I offer feedback that links directly to the intended learning, pointing out strengths and offering information to guide improvement. Students receive this feedback during the learning process and have opportunities to improve on each learning target before the graded event.
#4. I design assignments and assessments so that students can self-assess, by identifying their own strengths and areas for further study in terms of the intended learning. The results of assignments and assessments function as effective feedback to students.
#5. I use assessment information to focus instruction on a day-to-day basis..
#6. I give students regular opportunities to track, reflect on, and share their achievement status and improvement.

After answering this personal survey, I have realized that I should use more samples and models of strong and weak work in order to help them with their performance because even though I consider that I give them a clear vision of the learning target it might not be enough for them. Although I always try to give them regular feedback, sometimes it is not easy for me because they are usually just worried about their grades and just a few students are willing to receive that feedback. I guess the time is a problem because I usually don’t have time enough to do it during the classes so I ask them to see each other during a break and not all of them want it, but it is not easy to do it during a lesson with 25 to 28 students.  

Moreover, even though I think I am good in explaining the students what I want them to do at the beginning of each task, to be honest, I should promote more their self-assessment and their reflection about their achievement and improvement. Again I consider it is a matter of time.

On the whole, I consider I use properly the assessment information to make the necessary adjustments in order to improve my daily instruction. However, I sometimes find it difficult to detain from the objectives I have established for each lesson because, as I said before, I usually don’t have time enough to do so.