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Content: When the work doesn’t demonstrate any understanding, don’t give feedback - reteach instead. To combine feedback and instruction, teachers should: select and sequence the learning experiences (instruction) and integrate with opportunities to gather information about the learning (assessment)
intentionally design assessments to occur at ‘checkpoints’ (that is, critical points during the learning where teachers and students engage in assessment to determine who is learning and who needs additional or alternative instruction prior to moving forward with the learning)
provide opportunities for feedback from the teacher, from peers, and from themselves (through self-assessment)
encourage students to use the feedback to take further action to learn and improve. Recording patterns of behaviour
Fisher and Frey believe teachers should identify patterns in student errors so they can target instruction or intervention on specific areas of student need. They suggest keeping a table to record student error patterns. For example, list errors in first column, and note down the initials of students that made the error in the second column. Note: each set of initials in the second column represents a student who made an error. Error: Students who made the error: