Grade + subject application
CLASS Quality of Feedback in Early Elementary
Use specific feedback, prompting, expansion, and follow-up questions that extend student thinking.
Framework context: Focus on the quality of teacher-student interactions, organization, feedback, conceptual development, and the emotional conditions for learning.
What this can look like in Early Elementary General
- feedback that is specific to the learning goal or success criteria
- teacher follow-up that extends thinking instead of simply praising or correcting
- students using feedback immediately
Student evidence
- explain how feedback changes the work
- ask a clarifying question about feedback
- revise a response, representation, or strategy
Possible artifacts
- feedback-coded student work
- conference notes
- revision showing a clear change after feedback
Common weak version: Feedback is frequent but mostly evaluative, such as “good job,” “correct,” or a score.
Stronger version: Feedback is timely, specific, connected to criteria, and usable enough that students immediately refine thinking or performance.