INDICATOR I-C-3: Sharing Conclusions With Students


Prepared by Karen Schwartz for WGEE and the DESE

INDICATOR I-C-3: SHARING CONCLUSIONS WITH STUDENTS Indicator I-C-3: Sharing Conclusions With Students:   Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.

Vignette #1 – A group of middle school teachers gathers together to discuss how they can more effectively share and talk about student data with families.

Vignette #2  –  Entering the teaching field during the age of “parent portals,” a third year high school science teacher pauses to consider the necessary balance between easily accessed information and the interpersonal time needed with families to make this data understandable and meaningful.

Vignette #3  –  Striving to provide assessment that has a stronger and more long term impact on student improvement, a fifth grade ELA teacher evaluates how she can best impart ongoing, frequent, non-evaluative and high quality feedback for her student writers.

Vignette #4   –  Searching for ways to increase student and family engagement in constructive conversation over student work and progress, a middle school team considers a growing trend- the student led conference. 

Vignette #5   –  A group of teachers gathers to reflect and discuss how the “choice words” they use with students and families can impact student accomplishment, identity, and agency. By shifting to language and learning opportunities that help students attribute their success to the effort they put into their work, the teachers hope to give students more control over their learning.

Vignette #6  –  In an effort to explore how they can use technology to provide meaningful feedback to their students, a group of high school teachers gathers to share what they know and to support experimentation with new approaches.

Vignette #7  –  In an attempt to figure out how to provide helpful feedback to his students and families, a high school history teacher puts himself in his students’ shoes to clarify what they may need for greater progress and understanding. By reaching out to parents and students, he further gains insights about what is both confusing and meaningful to them. 

Vignette #8  –  An elementary school science teacher seeks out a colleague to ensure that the feedback she provides her students is user friendly, clearly connected to learning goals, frequent, and ultimately successful in keeping her students engaged and invested in their own learning.

Vignette #9  –  A high school math teacher works to empower her students to take responsibility for their own learning and that of their peers by providing them with ongoing guidance and opportunities for self and peer assessments.

Vignette #10  –  In a quest to make sure she is providing descriptive feedback to students and families that engages them in constructive conversations around progress, a high school teacher partners with a colleague to examine what constitutes effective feedback and if she is hitting the mark on a typical day.



  • In “Classroom Assessment: Minute by Minute, Day by Day,” the authors emphasize that in “classrooms that use assessment to support learning, teachers continually adapt instruction to meet student needs.” In their work with teachers, they found the following strategies powerful across grade levels and subject areas: 1) Clarifying and sharing learning intentions and criteria for success. 2) Engineering effective classroom discussions, questions, and learning tasks. 3) Providing feedback that moves learners forward. 4) Activating students as the owners of their own learning, and 5) Activating students as instructional resources for one another.


  • How Classroom Assessments Improve Learning  –  This Educational Leadership article acknowledges that in order for assessments to improve instruction and student learning, teachers need to change their approach to assessments by focusing on the following: making assessments useful, following assessments with corrective instruction, and giving students second chances to demonstrate success.


  • Three Ways Student Data Can Inform Your Teaching  –  This short article offers three different ways to collect data (from the classroom, from cumulative files, and from the state test) and how the data may inform choices in the classroom.


  • Research for Better Teaching Video Library  –  Go to the  “Assessment” section on this page for a series of compelling vignettes to view and use for reflection on practice in giving effective feedback. Create a free account to access many other videos as well.


  • Saphier, Jon, Haley-Speca Mary Ann, Gower, Robert and Platt, Alexander D. The Skillful Teacher: Building Your Teaching Skills. Research for Better Teaching, Incorporated. 2008. ISBN: 1886822107  –  Chapter twelve has helpful strategies, commentary, and examples on how to provide effective feedback for student learning.


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