R. McHenry EDG 605 week 2

Ronald McHenry


What are the difference between what we think we know about feedback and assessment, and what research tells us?


(RED)Assessments and feedback are vital for student growth and development. Traditionally, feedback and assessment have been considered to live within the realm of teacher expertise. The teacher creates the assessment, delivers instruction in alignment with the assessment, and provides feedback to students after the’ve had an opportunity to demonstrate what they know. In this model, the student passively participates in their own learning. Research shows, however, that students benefit most when they are active participants in the creation of assessments and in the providing of feedback (for themselves and their peers). Typically formative and summative assessments are ways for an instructor to evaluate how much content their class is comprehending. After the research, I can conclude that both practices performed correctly will transform student performance.

(GREEN)“Formative assessment should be used during instruction to help students learn material initially and throughout the learning process. Summative assessments can be used at the end of a unit, chapter, quarter, or semester to assess and evaluate how much learning students have gained and retained” (Dixon, D.D., & Worrell, F.C. pg. 153).

(RED)Feedback allows an educator to better guide individual students to pick up where they may be behind. Most assessments are standard based whether it be formative or summative. If the instructor sees that his feedback is across the class the same, he may need to reteach that standard. According to research, (GREEN)“feedback is seen as a primary component in formative assessment and one of the factors that have the strongest influence on learning” (Hattie, 2007).

(Week 4 additions: blue) In my own classroom, I assess students daily and throughout the class period. Students complete a Do Now question at the beginning of every day, and as I circulate the room I’m able to provide them with verbal feedback on their work. When I discuss feedback with students, they are receptive. They are able to tell me what they need to do in order to meet the expectations of the assignment. However, on summative assessments, students see their written feedback first. I noticed that they don’t normally take the time to read the written feedback even when I prompt them to. Over the few days that it takes for me to conference with students, I find that they are more receptive and responsive to verbal feedback. I score formative assessments like the Do Now or exit tickets by checking for understanding. I don’t necessarily use rubrics for these assessments because I am spot checking to see whether or not students are able to recall information. On summative assessments, however, when the expectation is that students are able to synthesize new information, I use rubrics to keep track of where students are along a spectrum. Using the rubrics help me understand where the gaps in understanding are, possible misconceptions, and give me the data I need to be able to plan next steps in my teaching. Students receive the rubric back with their assessment, and we’re able to use this as the starting point in our feedback conference.


(RED)The research shows that students appreciate personal communication with their teachers when giving feedback over written feedback. (GREEN)“It is not enough to give written feedback, even if it relates to explicit goals and criteria, taking it for granted that the students understand these and can therefore make use of the feedback” (Havnes 2012). (BLUE)Hence, creating an environment of rapport and relationship with students is key in learning. Building a rapport with all of my students is an area developing in is vital if all students are to take in feedback. (RED)The research also indicates that students value being part of their development process, wanting to be active partners in their own learning. (green) “The findings in the current study suggest that the students do not feel they are actively involved in practicing assessment. The data show significant differences between the way teachers perceive their own way of giving feedback, and the way students perceive the feedback they receive” (Havnes 2012). Hence work should not just be handed back with just a grade and written feedback. Time needs to be spent explaining the feedback so that both the teacher and student are on the same page. There should also be room in the classroom for peer assessment.

(BLUE)Integrating the research into my classroom practices for next year will be essential in gathering and analyzing student data to make better instructional decisions. Because of the different learners in my class, it is vital to collaborate with co-teachers to plan and execute lessons that utilize assessment and feedback that meet the needs of all students. Designing rigorous yet engaging and standard-aligned lessons that embraces varied approaches to learning whether pertaining to skills, knowledge or special needs. Providing feedback through conferencing is a next step that I can see changing the culture of learning in my classroom.


  1. Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into practice, 55(2), 153-159.

  2. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

  3. Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21-27.


    • Gerald Ardito
      Gerald Ardito


      Your response to this week's readings is very thorough and thoughtful. You did a very good job summarizing the key ideas in the readings and how they apply to your practice.

      I would really like to know more specifics about how you currently apply formative and summative assessments in your classroom, how you "score" them, how you communicate feedback to your students, and how they respond or not to your feedback.

      Please revise your blog post to address this. You can do this by clicking on "Edit" above, making these revisions, then clicking on "Save." Once you do this, email me or message me on Pace Commons to let me know so I can take a look.

      • Ronald McHenry
        Ronald McHenry

        I uploaded the corrections for weeks 2 as a word document.

        • Ronald McHenry
          Ronald McHenry

          the edited work is also posted above but not colorful like the word document

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