Annotation of Feedback and Assessment Reflection

For my final assignment I chose to annotate my reading reflection on feedback and assessments. I feel that for my own practice this work made me think deeper on how I work with my students and their families to make feedback meaningful to the students. The Power of Feedback article was very inspiring and made me think that feedback is more important than assessments because while the assessment provides data the interpretation and feedback we give the families from it are what truly matter and help drive further instruction.

I believe the best way to provide this meaningful feedback is through routine communication that is clear and concise. For families the communication is consistently provided in the same manner with similar wording in the text, a message to families updating them on a regular basis on student work and achievements. For my students with severe disabilities it is imperative to create a feedback model that is accessible to their abilities. For example, a student who uses a communication device would need feedback provided in a primarily visual manner with picture symbols to describe how they did on a task.

 Feedback should also be motivating.  “The idea states, in brief, that motivated students learn more, learn better, and learn by themselves. That is to say, a tradeoff is more than worth it: To dedicate some percentage of a teacher’s time and efforts to motivating students will translate at the end of the day to those students having learned a lot more than if that same time and effort had been invested in conventional transfer-of-knowledge methods, or far worse, test preparation.”  (Koca 2016) To that end feedback should make a student feel proud of something and give them a push to try even harder next time. Sometimes it is hard to remember when we are in the thick of it but our number one priority is to help our students succeed in their own goals and towards independent living.




Koca, F. (2016). Motivation to Learn. Journal of International Education and Leadership,6(2), 1-20.