Students can’t navigate toward learning targets by filling in deficits only they also need to build on their strengths. Even the poorest paper has something to commend it. Focus your feedback on the criteria, not on other features of the work (like handwriting or grammar, unless that was the focus of the writing lesson). #2 - Describe at least one thing the student did well, with reference to the success criteria. If this is what students are aiming to do, then the feedback questions are already set up: Are my adjectives descriptive? Do they conjure up sight, sound, taste, smell, or touch? Did you (my teacher and my reader) feel like you really experienced what I was describing, that you were there? The best feedback on student writing tells students what they want to know to get closer to the particular vision of writing they are working on. Criteria for success might be that they (1) use adjectives that describe by telling what the object of their description looks, sounds, tastes, smells, or feels like and (2) help their readers feel like they “are there,” experiencing whatever is described themselves. So, for example, if students are writing descriptive paragraphs, they should know what the kind of descriptive paragraphs they are aiming for looks like. Unless students are trying to learn something specific, they will experience teacher feedback as additional teacher directions they have to follow. #1 - Before the students write, make sure they know what they are trying to learn (more specifically than just “writing”) and what qualities their writing should exhibit. And students will notice! Here are five things to keep in mind as you think about feedback on students’ written work: If you ask students to write thoughtfully to you, it would be hypocritical of you not to write (or speak, if your feedback is oral) thoughtfully back to them. Giving feedback on writing is a special responsibility. Her focus is classroom assessment and its impact on teaching, learning, and motivation: She is a professor emeritus at Duquesne University and an author and consultant. Susan Brookhart, Ph.D., is the author of How to Use Grading to Improve Learning (ASCD 2017) and How to Give Effective Feedback to Your Students (2nd edition, ASCD 2017)). Brookhart, Cheryl Mizerny, Amy Benjamin, Kate Wolfe Maxlow, Karen Sanzo, Andrew Miller, David Campos, and Kathleen Fad share their commentaries. ![]() You can also find a list of, and links to, previous shows here. You can listen to a 10-minute conversation I had with Anabel, Sarah, and Kim on my BAM! Radio Show. Part One began with responses from Anabel Gonzalez, Sarah Woodard, Kim Jaxon, Ralph Fletcher, Mary Beth Nicklaus, and Leah Wilson. What are the best ways to give students feedback on their writing? ![]() This is the second post in a four-part series.
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