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 response/behavior (e.g., “No, it cannot be 8 because it has to be an odd number” or “I need you to follow our classroom procedure for turning in your paper” or “Yes, that’s a good example from the text that supports your hypothesis” or “I appreciate how yo u followed classroom rules and used respectful language to express your opinion”). Specific feedback is not vague or ambiguous (e.g., “You are awesome”) or global praise (e.g., “Good job”) or simply repeating a student’s response (parroting). The teacher provided two or more students with specific feedback (refer to tally of specific feedback in Behavior Coding for guidance) that clearly communicated what was correct or incorrect about their response. AND • The specific feedback included elaboration by the teacher (e.g., helped the student advance their learning or helped the student know how their response might be improved). Evident • The teacher provided two or more students with specific feedback (refer to tally of specific feedback in Behavior Coding for guidance) that clearly communicated what was correct or incorrect about their response. Partially Evident • The teacher provided at least one student with specific feedback (refer to tally of specific feedback in Behavior Coding for guidance) that clearly communicated what was correct or incorrect about the student’s response. Not Evident • The teacher did not provide any students with specific feedback (refer to tally of specific feedback in Behavior Coding for guidance) 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., “N o, 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. D2. Teacher provides corrective feedback effectively when incorrect (or incomplete) responses are given, in order to promote student learning. Highly Evident •

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