Making an Impact
High School Response to Targeted Actionable Feedback in a Foreign Language Classroom Setting
One of the most significant challenges faced this year has been effectively grading student work.
When detailed feedback and corrections were given to students, it was apparent that many students did not utilize these comments and feedback to improve their work. This has resulted in a need to reteach concepts during class time, which can lead to frustration for students who have already mastered the material, frustration for the teacher, and can require plans and sequence to be modified.
Students have anecdotally said that they often feel overwhelmed by the number of tasks they need to complete within a school day
Students have anecdotally said that they often feel overwhelmed by the number of tasks they need to complete within a school day
This desire to rush through assignments and the general learning process could encourage students to neglect the use of teacher feedback
This desire to rush through assignments and the general learning process could encourage students to neglect the use of teacher feedback
This has frequently resulted in class time being lost to the reteaching of particular skills
This has frequently resulted in class time being lost to the reteaching of particular skills
Research Question
Does using targeted actionable feedback increase students’ success on assessments?
Context of the Study
Analysis characterizes the school as being one with fewer challenges compared to the average high school.
Chapter 1: Introduction
Chapter 2: Literature Review
Chapter 3: Method
Chapter 4: Results
Chapter 5: Implications