When giving feedback, I privilege self-assessment. I want students to use feedback to improve their performance, that is, identify misconceptions and gaps in their learning. In addition, I want students to genuinely reflect on their learning, identifying successes and challenges encountered.

In my clinical classroom, the teacher allows students to revise and resubmit their work based on feedback. Students do this to meet the standards and achieve a level of proficiency. However, in my experience, I have noticed that students simply do not invest much thinking into their revisions, such as why they misunderstood something in the first place. As mentioned in the article, if feedback doesn't change a student, it probably has been a waste of time.

Looking at student work and providing feedback is a crucial part of the assessment process– it tells us what our students know, what they may be able to do in the future, and what additional steps are necessary to improve student learning. By having students reflect on their own learning, they are able to gain insight into their thinking and what is needed to support their learning.