Create specific feedback that recognizes what is working and gives students one clear, manageable next step.
STEP 1
Anchor feedback to the goal
STEP 2
Choose the feedback
Use evidence—not personal information
Do not enter student names, IDs, diagnoses, family information, or a full identifiable student record.
STEP 3
Your feedback plan
2 strengths · 2 next stepsEvidence → action → revision
DECISIONPOINT EDUCATIONFeedback
FEEDBACK FOR: Evidence-based paragraph
LEARNING GOAL
Write a clear claim, support it with relevant textual evidence, and explain how the evidence supports the claim.
A NOTE FROM YOUR TEACHER
You are on the right track. Here is what I noticed in your work.
HERE’S WHAT YOU DID WELL
Your main answer is clear, so I know exactly what you are trying to show.
You chose evidence that connects to your answer.
NOW TRY THIS
After your evidence, add two or three sentences explaining how it proves your point. Do not leave the reader to make the connection.
AFTER THAT
Reread the section aloud and rewrite any sentence that does not clearly say what you mean.
BEFORE YOU TURN IT BACK IN
1. Find the exact place in your work where this change belongs.
2. Make the revision yourself.
3. Mark or highlight what you changed.
4. Be ready to explain why your revision made the work stronger.
THINK ABOUT IT
• Which part of your work best shows what you understand?
• Where could a reader still ask, “How do you know?” or “Why does that matter?”
• What is one change you are proud of making?
——————————————
TEACHER PLANNING NOTE
Evidence observed:
The response includes a clear claim and a relevant quotation. The explanation repeats the quotation but does not connect it back to the claim.
Feedback emphasis:
• Evidence
• Reasoning
Teacher-created feedback priorities:
No additional priorities added.
QUICK CONFERENCE
“I noticed __________ in your work. Tell me what you were thinking here.”
“What do you want your reader to understand?”
“Show me where you could make that clearer.”
“What will you revise first?”
TEACHER CHECK
• Does this sound like something I would actually say to this student?
• Did I name something specific the student did—not give empty praise?
• Did I choose one manageable next step instead of correcting everything?
• Does the student still have to do the thinking and revising?
Check this feedback against the original work and your scoring criteria before sharing.
Verify every comment against the original student work and your scoring criteria before sharing.
DECISIONPOINT EDUCATIONFeedback