Feedback, Conferences, & Goal Setting

Questions / Look-fors
  • How do you know if you have done exactly what the teacher has asked?
  • How do you know if you have done what is needed to meet the standard?
/ Lots of answers could be acceptable here:
  • Knowledge of rubrics
  • They look for or get feedback from the teacher
  • They could refer to the Learning Target
  • They may mention a goal that they have reached

  • Show me where your teacher has given you feedback on your work. What did you do with that feedback?
  • Why is it important for your teacher to give you feedback on your work?
  • Show me where you made changes in your work based on what your teacher or a peer suggested.
  • Do you have a rubric that will help you understand what you have to do to be successful?
The above questions could work for peers providing feedback. /
  • Depending on the time of the year, you should see regular use of feedback
  • Students should understand what the feedback means and how to use it
  • Students should value how feedback helps them improve their learning
  • We are hopefully creating students that see that their learning doesn’t ever have to stop
  • There should be evidence of the student using the feedback to make adjustments to their work or try new strategies
  • Are rubrics or exemplars used to help students understand what the expectation is?

  • When was the last time you met with your teacher to conference (talk about) your work? What did you do during the conference?
/
  • Look for conference notes in the students notebooks or goal sheets
  • Does the student have goals that seem specific to the student’s needs?

  • Show me your goal notebook (sheet).
  • What are your current goals in (reading, writing, math, science)?
  • How will you know when you have met your goal?
  • What happens when you meet your goal?
  • How often do you review your goal?
  • Is there anyone else in the class with the same goal as you?
  • Who determines the goals in your goal notebook?
  • Show/tell me about a goal you set for yourself versus a goal your teacher set for you.
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  • Students should have a place where they can easily access their goals.
  • There should be evidence that the goals are specific to student’s needs
  • Students should know their goals or at the very least be able to find them
  • Many teachers require their students to get out their goals and review them before they go into work period (routine)
  • Does the student understand their goal and what they need to do to be successful?
  • Goals should be based on improving skills rather than getting something done.
  • There should be a mix between teacher set goals and student set goals (this ratio is dependent upon the age and ability of the student)

  • How have you used assessments in the class to set goals for yourself?
  • Show me a goal you set for yourself and tell me why you chose that goal.
  • Why does your teacher have students take tests? Do you find that helpful?
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  • Students should see connections between assessments and evaluating their needs
  • There should be a cycle of continuous learning. After assessments students are still learning the material and not just accepting a grade and moving on.