Formative Task
ANNOTATED TEXT
Give and Receive Feedback
FORMATIVE TASK
GIVE AND RECEIVE FEEDBACK
Time Frame: 3-5 hours
Common Core Standards Assessed: Varies by performance task and content
Teacher Notes
Description
How can I improve my work?
Strengthen your work by giving and receiving feedback from a peer or
teacher.
This formative assessment
focuses only on students giving
and receiving feedback, rather
than incorporating feedback
into the draft, which is covered
by the Revise and Edit formative
tasks.
I Can Statements
and Quality
Criteria

I can:

The I Can Statements for Give
With some guidance and support from peers and adults,
develop and strengthen writing as needed by revising,
editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed.
and Receive Feedback, Revise,
and Edit are interconnected and
are best evaluated in
conjunction with one another.
(6-8.WHST.5)
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Formative Task
ANNOTATED TEXT
Give and Receive Feedback
FORMATIVE TASK

I will know my use of feedback and revision are of high quality
when my draft:

Incorporates feedback from peers and adults

Is edited for content, form, and standards of written
language

Meets the requirements for the assignment in terms of
content, format, and length
Suggestions for Assessing Student Readiness to Move Forward:

Confer with students, first asking them to point out specific
revisions they made and explain how they incorporated
feedback into their work; later, review their drafts for format
and correctness.

Ask students to use rubrics or checklists to self-assess their
work and develop a plan for further revision or editing.
Possible
Activities

Have students review each other’s drafts using a peer-revision
At all instructional levels
checklist and provide feedback to the author. A time-efficient
teachers should have both
way to do this is to upload drafts to a class website and have
remediation and extensions
students leave comments to the author as an out-of-class
built into this formative
assignment.
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Formative Task
ANNOTATED TEXT
Give and Receive Feedback
FORMATIVE TASK
assessment.

Create a sheet that allows students to ask specific questions for
feedback to multiple revision partners. The National Writing
Project offers this example of a peer review process and
checklist for multiple readers: http://goo.gl/TsA2L8

After reviewing drafts you may want to create a specific set of
mini-lessons based on student need. These mini-lessons can
Providing direct instruction on
the difference between revision
and editing, as well as using
feedback protocols for peer
review, can help launch
productive feedback sessions.
then become part of the expectations for revising. This article
When conducting peer
provides a straightforward way of planning and implementing
conferences, building in
mini-lessons: https://goo.gl/zZGVM5
accountability help keep
students on track and


Use modeling or a fishbowl exercise to support students in
productive. One way to do this
giving constructive and considerate feedback:
is to have students record the
http://goo.gl/Q0o2cd
outcome of a peer conference.
Review anchor charts and models that you shared with students
while introducing the performance task. Use them to
collaboratively develop a feedback protocol.
Resources

For example, students could
attach a written summary of the
conference to the draft.
This resource provides several approaches for conducting peer
writing conferences: http://goo.gl/XLt8D5
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Formative Task
ANNOTATED TEXT
Give and Receive Feedback
FORMATIVE TASK

Providing students with language stems for accountable talk
can support students as they learn to give and receive
feedback: http://goo.gl/6dpBiu
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