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# “What feedback would you give?”, continued

In a previous post, lots of commenters said that they didn’t feel that you could give helpful, written feedback because there wasn’t enough evidence of student thinking on the quiz. Given that complaint, it might be interested to see how those same teachers would give written feedback on a quiz that gives significantly more evidence of how a student is thinking.

Here’s another quiz: what sort of written feedback would you give? (The checkmarks are from the student, who was provided with an answer key and checked her own work, ala this.)

As before, imagine that you don’t have to write a grade on this paper. Some things I’m wondering about:

• Would you give comments on every solution, or only some of them?
• Will you ask kids to “explain why you said _______”? When is it helpful to ask for an explanation? When isn’t it?
• Will you give your kids specific next steps, or will you mostly point out the good and the bad of their work?
• Will you throw up your hands and say “You really need to have a conversation with the kid!” for this sort of quiz also?

## 2 replies on ““What feedback would you give?”, continued”

I haven’t thought out a remark on grading yet. I just wanted to say I adore Question #5 (although clearly the student did not, and I imagine grading it would be tricky).

Should have said I hadn’t thought of a remark on FEEDBACK yet in my last comment. My apologies for using the “g word”!

I’m curious what was happening in #4. If I understand your system correctly, on the actual quiz, she figured out the height of the triangle correctly, which certainly seems to me to be the hard part, and even connected to the Pythagorean Theorem in a way that shows she learned it cold (the squares labeled 3×3 and 40). But then she did not actually get the area until seeing the answer key. Why do you think she stalled out on the area? Did the square root freak her out? Did she forget how to get area of a triangle from base & height?? Or was it just a “D’oh!” moment? (If the latter, you might save yourself a lot of time by letting them indicate that on their self-scored papers!)

I do wonder what would happen if you didn’t draw in the height line on that question, by the way. A little higher “depth of knowledge”?