How to Give Effective Class Summary Feedback
Class Summary feedback is the first thing teachers (and other school leaders) see when you submit your assignment, and they use it to inform their future instruction and next steps with students. You should incorporate the same elements of effective feedback that you do for student feedback: goal-oriented, prioritized, actionable, and student/teacher-friendly.
Here’s what that looks like at the class level:
Effective Feedback Guidelines for Class SUmmaries
Your feedback is aligned to the expectations laid out in the prompt and rubric
Your feedback uses the same language used in the rubric
Your feedback is objective
Your feedback is balanced and includes 2-3 Areas of Strength and 2-3 Areas for Growth
Your feedback focuses on the needs of the majority of the class, rather than a few students.
For assignments with multiple rubric components, we recommend looking at the student performance heat map at the bottom of the class summary page to help select high-priority components where students did relatively stronger or weaker. This can help make sure your feedback is supported by and aligned with the data.
Your feedback is specific.
What specific examples or details can you pull from the students’ performance on the assignment? For example, stating that “the class had effective and insightful understanding of concepts” is more actionable than “the class did a great job with the material.”
In Areas for Growth, you can reference specific difficult concepts, tricky processes, or recurrent errors made by the students.
Your feedback includes clear next steps for the teacher.
Does the teacher need to re-teach any specific components of the rubric? What concepts or skills would be helpful for students in a follow-up lesson on this assignment?
Frame your feedback as what the students can work on during class or on their next assignment, rather than just describing what they did wrong. For example, instead of writing that the students did not explain the quotes in their essays, you could say, “On their next assignment, students should practice explaining the quotes they decided to include and adding that information to their essay.” This type of comment can jump-start the teacher into thinking about what they can plan for their next lesson, and also positively frames the situation. The teacher can now look forward to teaching their students something new (or re-teaching something old) rather than focusing on what students cannot do.
Here’s another example: Instead of writing "many students did not separate their main points into paragraphs", add an example of how students did set up their essays and a next step that the teacher can take in order to help their students organize their work.
Use positive framing to describe student performance. Assume the best of students.
In the Areas for Growth, don’t list all of the things students did wrong. Instead, focus on the opportunities they have to improve.
Use a warm tone and greet the teacher at the beginning of your feedback.
Additional Guidelines for STEM Assignments
Focus on the content:
What specific areas of the content did the students excel in?
For AP assignments, what specific pieces of content do the students need to review before they take the exam?