feedback

I was reading this post by Carolyn Durley on formative feedback, and a sinking feeling came over me. I’ve read a lot about Assessment For Learning and Formative Assessment, I’ve tried to incorporate AFL in my classes, I pride myself on my SBG, and yet I’m starting to doubt whether I’m giving good feedback to my students. What I do know is that I give my students multiple ways for them to reflect on what they are doing and how things are going.

This past week or two I’ve felt really bogged down about the progress in my classes. There are many things that I think I’m doing OK with, but it seems that for every idea or accomplishment in my practice I come across two questions or mysteries. It sort of makes sense - the more that we learn, the more we realize how much we don’t actually know. However, if life is like a game of snakes and ladders, it would be nice to feel like I’m spending more time on tall ladders as opposed to slippery snakes.