Analyzes Feedback- Feedback Forms

The instructor solicits and effectively analyzes feedback from participants
Made by MCESA
Earn Graduate Credit
Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

The instructor solicits and analyzes participant feedback, reflecting on emerging values, beliefs, behaviors, and learning, and uses this data to inform instruction.

Method Components

The intention of this competency is to examine the degree to which the instructor effectively analyzes participant feedback and uses that feedback to inform his/her instruction during the session and for planning purposes for the next session.

Components for Demonstrating Analysis of Feedback

  1. Anticipates ways to collect feedback from participants beforehand
    • Identifies key points in the presentation where feedback questions will be asked
    • Selects interactive structures that facilitate participants’ reflection on learning
    • Composes feedback questions for key points or plans to use questions embedded in the presentation
  1. Solicits feedback throughout the session
    • Uses interactive structures to promote participant reflection in small groups and/or individually
    • Invites participants to record their thoughts on the “reflections” side of the Feedback Form
    • Invites participants to record their feedback at the end of the day on the “feedback” side of the Feedback Form
  1. Analyzes and uses participant feedback to inform instruction
    • Reads and interprets participant reflections throughout the day and addresses concerns and misconceptions as they arise
    • Reads and interprets participant feedback after the day is over and uses the data to inform instruction for the next session

Research & Resources

Supporting Research

  • Guskey, T. R. (2000). Evaluating professional development, Thousand Oaks, CA: Corwin Press.
  • Loucks-Horsley, S., Stiles, K. C., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing Professional Development for Teachers of Science and Mathematics (3rd ed.). Thousand Oaks, CA: Corwin.

Submission Requirements

Submission Guidelines & Evaluation Criteria

The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for each question in Parts 1 and 3, and a “Yes” for each component in Part 2.

Part 1. Overview Questions

(300-word limit for each response)

Part A

  • What grade level and mathematics domain did you cover today?
  • How did you plan for feedback ahead of time? What key points in time did you select for reflection? What reflection structures did you select? What feedback questions did you compose?

Part 2. Work Examples/Artifacts

Instructor must submit the feedback summary form and reflection. The rubric will focus on the ways in which the instructor used the feedback to celebrate learning and inform his/her instruction.

Part B
To view the rubric associated with this part, please download the requirements doc at the bottom of the page.

Part 3. Educator Reflection

(300-word limit for each response)

Part C

  • How did you use participant reflections and feedback throughout the day to celebrate learning and/or address participant misconceptions and concerns?
  • How did you/will you use the feedback data to inform instruction for the next session?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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