*Embedded Formative Assessment*was about grading and comments. In the research that he did, he found that there are three ways that teachers leave feedback. One is to put a grade only on the paper. The second is to write a comment only on the paper. The last is to put both a grade and a comment. What he found was that putting on a grade only OR putting on a grade and comments, produced the same results. However, when a teacher only put comments on a paper and no grade, more often than not, the students responded to that more positively.

My Favorite Friday this week is the format of a practice sheet that I created.

My first though with this is that it was going to take me for-ev-er to write all these comments. In order to manage that, I cut back on the amount of problems that I assigned. I went from about 10 down to 3.

Here's how the lesson went:

The class and I discussed how to find probability of simple events. We did a few examples together. As their exit ticket, I asked them to complete three problems and turn them in.

This photo isn't the greatest. But, in the first column I typed the problem. In the second column, the students did their work individually.

Since there were about 10 minutes of class left (I did plan it that way, honestly), I randomly picked a student's paper, placed a sticky note over their name and put the paper under the document camera. As a class we discussed if the problems were correct or not. If the problem was correct, I wrote "Super!" or "You rock!" in the third column under the heading "Teacher Comments" and in the fourth column under "2nd Try" I put a big X, so they knew they had nothing more to do for that problem. However, if the work was incorrect we discussed what I should write that would be a

**helpful**comment.
That night I finished writing all the comments and handed the papers back the next day. The students read the comments I made, wrote their corrections in the 4th column and turned the paper in again.

I have to say, the corrections were pretty good. It was their first attempt at making corrections this year, let's see how it goes.

This post got a little wordy on me. So here is the format in a nutshell:

Column 1: Type the problem

Column 2: Student makes their first attempt at the problem

Column 3: Teacher makes comments about the first attempt

Column 4: Student makes corrections based on teacher's comments.

Suggestions:

Don't give more problems than you are willing to comment on.

Give the students time to fix their work.

Show students the difference between a helpful comment (Remember that the denominator is the amount of total outcomes) and a not-so helpful comment (Read the problem again).

This sounds like an awesome method! Thank you for sharing :)

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