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Indicator 1.4 - Descriptive Feedback
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During learning, timely, ongoing, descriptive feedback about student progress is provided, based on student actions and co-constructed success criteria.

At the school:
  • A culture of learning is promoted in schools and classrooms whereby errors are seen as opportunities for learning and improvement.
  • Ongoing, descriptive feedback is collaboratively analyzed to provide information about student learning and to identify next steps.
  • Student assessment and evaluation practices are collaboratively reviewed in order to identify and address any potential systemic bias.
  • Processes and practices are in place to recognize and celebrate student progress.
In the classroom:
  • Learning goals and success criteria are used consistently to scaffold student learning, provide descriptive feedback and set high expectations for students.
  • Timely, explicit and constructive feedback related to the success criteria is descriptive rather than evaluative and extends thinking.
  • Student learning and progress is clarified throughout the learning process (e.g., through interviews, conferences and learning conversations with small groups, pairs and/or individual students).
  • Students have multiple and varied opportunities to revise and refine their demonstrations of learning.
  • Opportunities for students to provide quality feedback to classmates, educators and themselves are planned and occur.
  • Use descriptive feedback, based on the success criteria, to revise and refine their demonstrations of learning and set individual learning goals.
  • Provide accurate, constructive and descriptive feedback to themselves, their classmates, and educators in relation to the predetermined success criteria.

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© 2012 - Limestone District School Board