CTESS ebook

Quality of Feedback D1. Teacher provides specific feedback that helps students know what was correct or incorrect about their response and/or behavior. Determine the extent to which the teacher gave specific academic/behavioral feedback to students that helped them know what was correct or incorrect about their respon se/behavior (e.g., “No, it cannot be 8 because it has to be an odd number” or “Yes, that’s a good example from the text that supports your hypothesis”). Specific feedback is not vague or ambiguous (e.g., “You are awesome”) or global praise (e.g., “Good job”). Highly Evident • More than one student received specific feedback (refer to tally of specific feedback in Behavior Coding) that clearly communicated what was correct or incorrect about their response. AND • The specific feedback included elaboration by the teacher, which led to better student understanding. Evident • More than one student received specific feedback (refer to tally of specific feedback in Behavior Coding) that clearly communicated what was correct or incorrect about their response. Partially Evident • At least one student received specific feedback (refer to tally of specific feedback in Behavior Coding) that clearly communicated what was correct or incorrect about the student’s response. Not Evident • No students received specific feedback (refer to tally of specific feedback in Behavior Coding) that clearly communicated what was correct or incorrect about their response. Determine the degree to which the teacher’s corrective feedback to students (academic or behavioral) was effectively used and promoted student learning. Effective corrective feedback is clear, purposeful, compatible with prior knowledge, immediate and non- threatening (e.g., “No, the capital of Norway is not Bergen, try again”, “You’ve got part of that correct, can you add more to your answer?”, “Show me the correct way to let me know you are done.”). Highly Evident • Throughout the observation, the teacher provides corrective feedback whenever students give an incorrect or incomplete response. OR • Students do not give any incorrect or incomplete responses, so no corrective feedback is necessary. Evident • Through a majority of the observation, the teacher provides effective corrective feedback when students give an incorrect or incomplete response, with, at most, one missed opportunity. Partially Evident • The teacher provides effective corrective feedback when students give an incorrect or incomplete response some of the time, but there are several missed opportunities. Not Evident • When students give an incorrect or incomplete response, the teacher does not provide corrective feedback D2. Teacher provides corrective feedback effectively when incorrect (or incomplete) responses are given, in order to promote student learning.

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