Student to Teacher Feedback
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Microcredential ID : 2659
0.5 USBE Credit


This microcredential represents the educator's competency in supporting students in providing feedback to the teacher regarding their own thinking and learning.

No standards provided.
How To Earn This Microcredential

To earn this 0.5 credit microcredential you will submit two different types of evidence from the list below to demonstrate your competency in supporting and using student to teacher feedback. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!

A fee of $20.00 will be assessed once the microcredential is submitted for review.

The following are non-examples of the actions this microcredential represents. Teacher: • ignores learner misconceptions or says, “That’s close” and moves on. • only calls on students who raise their hand. • makes negative comments to students' feedback. • discourages discussion, student responses. Students: • are not given opportunities to monitor and reflect on their own progress. • are reluctant to respond in class. • classroom culture lacks student participation and a minimal number of students (or the same few students) raise their hand or are called on.

Educators skilled in this area do the following: • Create opportunities through open-ended questions for students to respond, e.g., “What did you learn today?” • Help students identify what they thought vs. what they now understand. • Listen and apply student feedback continually to their practice to improve and enhance student learning. Their students are able to: • expand on WHY they misunderstood or understood something with ease both verbally and in writing. • take risks in learning without fear of negative feedback. • offer ideas and responses even when they are not sure they are correct. • exhibit confidence when responding. • volunteer to answer questions, model work, etc. Effective teachers also create opportunities for students to practice feedback skills until they integrate it as a habit. Teachers assess student feedback and adapt teaching to reflect their understanding and/or misunderstanding.

Important Terms

Specific, meaningful information given to the teacher by a student that shows understanding and/or misunderstanding.


Thinking about higher level thinking.


Active and engaged in metacognition.

Learning Intentions:

A statement, created by the teacher, that describes clearly what the teacher wants the students to know, understand, and be able to do as a result of learning and teaching activities. Clear learning intentions should help students focus not just on the task or activity taking place but on what they are learning.

Success Criteria:

These statements are linked to learning intentions. They are developed by the teacher and/or the student and describe what success looks like. They help the teacher and student to make judgments about the quality of student learning.

Background Scenario / How This Will Help You

I followed my lesson outline and finished all my lessons for a unit. During the unit, no students asked clarifying questions. All students looked focused and took notes during the daily discussions. After correcting the final assessment, I noticed many of my students had the same misunderstandings. You tell yourself, "I'm too tight on time and have to move onto the next unit." After some reflection, you ask yourself, “How can I gather feedback from my students so that I can meet their needs and reduce frustration and/or misunderstandings?” “Do I utilize a wide variety of checks to indicate understanding from all students?” “Do I frequently use informal checks and make adjustments to my teaching as indicated by the results of these checks?” “Do I differentiate to meet the needs of individual learners?” During your next lesson (or unit), you provide numerous opportunities for students to provide you feedback about their learning and understanding and/or misunderstanding. You teach your students how to provide meaningful feedback. You assess that feedback and modify instruction, as needed. You consider the following guidelines: • Have students focus on what they understood or did not understand in the lesson. • Show students how they can phrase things constructively. “The example you provided helped me see how to apply this to my everyday life.” “I was able to relate the meaning of --------, to -------, which gave me a greater understanding.” “Because of this activity, I wonder if the outcome would be different if ------- .” “I’m having a hard time relating this activity to the success criteria.” • Provide students with a specific area on which to provide feedback. • Use all types of student feedback to guide future instruction.

Evidence Options
Be sure to submit the type and number of pieces of evidence specified below.
Category: Preparation and Planning

Select ONE of the evidence options below to demonstrate your preparation and planning for student to teacher feedback.

Lesson Plan:

Submit one detailed lesson plan that demonstrates how you provide opportunities for student to teacher feedback as a part of your instruction. Provide notes describing how you adjusted the lesson based on the student to teacher feedback you received during instruction. In a separate section of the lesson plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)

Unit Plan:

Submit a well-developed unit plan that demonstrates how you provide opportunities for student to teacher feedback as a part of your instruction. Provide notes describing how you adjusted instruction based on the student to teacher feedback you received over the course of the unit. In a separate section of the unit plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)

Category: Implementation

Select ONE of the evidence options below to demonstrate your effective implementation of student to teacher feedback.


Record and submit a 5 to 10-minute video of your instruction demonstrating how you support student to teacher feedback. The video should also demonstrate how you use the feedback from students to adjust instruction. Be sure to follow your district/charter guidelines for student privacy.

Observation Results:

Submit one observation from a colleague or administrator demonstrating your collection of student to teacher feedback during a lesson or unit and the adjustments to instruction you made based on that feedback. The results may be submitted as a written anecdotal record.

Review Criteria

Criterion 1: Evidence demonstrates effective support for and use of student to teacher feedback.

Criterion 2: Evidence demonstrates consistent support for and use of student to teacher feedback.

Reflection Prompts

Describe your process of creating a systematic approach to allow students to provide you with specific, immediate, and continuous feedback.

Explain how your use of student to teacher feedback enhances learning.

Reflect on an aspect of your current practice with student to teacher feedback that could be made even stronger. What steps will you take, and what resources or supports will you need to access?

Review Criteria

Criterion 1: The reflection demonstrates the educator has a process for supporting and using data from student to teacher feedback.

Criterion 2: The reflection demonstrates enhanced student outcomes as a result of student to teacher feedback.

Criterion 3: The reflection demonstrates a commitment to professional growth and improvement.

53 Ways to Check for Understanding (Edutopia)

This is a printable list of assessment strategies that can be used easily and immediately.

Know Your Students: Five Easy Ways to Check for Understanding (Education to the Core)

The article is aimed at elementary teachers but has useful ideas and explanations for all teachers.

Gathering Student Feedback: a teacher's guide - This article gives you 10 tools to try in order to get student feedback on your lesson.

Assessment in Art Education (Art Education in Practice)

Donna Kay Beattie, Assessment in Art Education (Art Education in Practice), Davis Publications, Incorporated, March 1998. Authentic assessment strategies designed for art, but applicable to all disciplines. Strategies include a variety of techniques such as checklists, portfolio assessments, performance, and rubrics

Checking for Understanding: Formative Assessment Techniques for Your Classroom (ASCD)

In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more.

ATSL, Responding to Student Feedback (4:49)

Modifying instruction based on student feedback.

BSACBUZZ, (3:23)

Ideas on giving constructive feedback. Offers teacher and student testimonials.

Classroom Assessment Technique: Muddiest Point (5 min)

Ann Carlson, Center for Instructional Innovation and Assessment, Western Washington University, Jan 5, 2010. Ann presents an implementation of “muddiest point” or “exit cards.”

Reteaching During Group Instruction (2.15 min)

Shannon Wardell, a Davis District teacher, identifies a student's misunderstanding and uses it as an opportunity for reteaching.

Changing Instruction Due to Confusion (1.45 min)

Haley Rich, a Davis District teacher, recognizes through formative assessment that many students are not understanding instructions and brings class back together for reteaching.

Types of Formative Checks Part 1 (3.18 min)

A variety of Davis District teachers demonstrate different strategies used to formatively assess

Show Me Your Cards (5:03)

Video showing student understanding using red, yellow, and green cards

Jessica Kempter

Jessica Kempter
Nicholis Pappas

Nicholis Pappas
Mark Sanderson

Mark Sanderson
Kayli Wakefield

Kayli Wakefield
Erica Williams

Erica Williams
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