Feedback For The Focus Students In The Classroom

[The students do understand that work is an applied force through a distance, which is demonstrated in each of the Work Samples provided. Student 1 Work Sample indicates that the angle that maximizes the work done on a lawn mower is “horizontal” or in the same direction of motion of the lawn mower, as indicated by Student Work Samples 2 and 3. This indicates conceptual understanding for the focus students and for the class because all students completed this same assignment. The provided work samples for each student indicate that they used scientific practices to determine which of two identical cars had the most work done on. These focus students did research to identify the equations required to solve the problem, and gathered the data needed—masses,

a. Identify the format in which you submitted your evidence of feedback for the 3 focus students. (Delete choices that do not apply.)

 Written directly on work samples or in separate documents that were provided to the focus students

If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly describe how the scorer can identify the focus student (e.g., position, physical description) who is being given feedback.

[Does not apply]

b. Describe what you did to help each focus student understand his/her performance on the assessment.

[Any handouts completed during the lessons got graded immediately to address any misconceptions during the following lesson. In the post-assessment, I wrote down Socratic questions that would guide students towards correct answers, and the questions purpose was to get the students to develop a deeper understanding of the topic—such as seen in the last 2 questions in the Student 2 Feedback. The students also learned the reasons why they lost points, as seen in the fourth question on the Student 1 Feedback sample. Also, I gave some explanations to why answers were correct as seen in the last problem of the Student 3 Feedback sample in which I ask a student to give more details about his answer to earn full points. Moreover, I provided explanations about the fifth problem in the post-assessment and linked the explanation to Lesson 3—in which the

In this case, I reminded the student of the power equation which required work to be calculated, and work is something the student can calculate; however he struggled in making the connection that he needed to solve for work to then plug that value into the power equation. I demonstrated the calculation of work and then modeled how to calculate the power using the given information. I kept track of units since Student 1 tends to leave units out. In the last question, I reminded the student that work was done if a force is applied in the direction of motion given that he thought that more work would be done on block D, which in this case was the block with the least amount of work being done on it by the force pulling perpendicular to the direction of motion. Student 2 Feedback sample demonstrates that I praised the student’s ability to perform algebraic manipulations and his understanding and application of work, power, and their pertinent equations. Since Student 2 in Student 2 Feedback, 5th question, brought up the topic of human error I asked him to think about and explain how human error might play a role in identifying the work required to walk up a hill; the student thought about measurements, and was considering measurement errors, so I prompted him to really dig dipper into the thought of errors. Student 2 demonstrated high performance in this assessment, so I