Students need feedback on their learning as much as teachers need feedback on their teaching. The feedback must be descriptive, though, in order to learn from it. It has to be more than just a grade.

"Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils." (Black and Wiliam, 1998 - see Resources section for a link to the full article.)

This page is still under development. We have a math problem solving rubric below that can provide some guidance to mathematics teachers about giving descriptive feedback, but we know that English teachers and others who assign more written work know more about giving descriptive feedback using rubrics, etc., so we need input from others to finish this page. If you'd like to write a story like Amber's and Sean's to appear on this page, about how you use feedback to motivate and help students learn, contact the course facilitator, Theron Blakeslee, at Ingham ISD.

If you don't want to wait for a contributor to this page, read "Emily's Story" starting on p. 4 of Classroom Assessment for Student Learning: Doing it Right – Using it Well by Rick Stiggins, Judith Arter, Jan Chappuis and Steve Chappuis.

## Feedback for students

Students need feedback on their learning as much as teachers need feedback on their teaching. The feedback must be descriptive, though, in order to learn from it. It has to be more than just a grade."Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils." (Black and Wiliam, 1998 - see Resources section for a link to the full article.)

This page is still under development. We have a math problem solving rubric below that can provide some guidance to mathematics teachers about giving descriptive feedback, but we know that English teachers and others who assign more written work know more about giving descriptive feedback using rubrics, etc., so we need input from others to finish this page. If you'd like to write a story like Amber's and Sean's to appear on this page, about how you use feedback to motivate and help students learn, contact the course facilitator, Theron Blakeslee, at Ingham ISD.If you don't want to wait for a contributor to this page, read "Emily's Story" starting on p. 4 of

Classroom Assessment for Student Learning: Doing it Right – Using it Wellby Rick Stiggins, Judith Arter, Jan Chappuis and Steve Chappuis.MathematicsGiving feedback on mathematics problem solving: Six traits of mathematics problem solving w rubric.doc