How should you annotate student work for Task 3?

• A. Provide numerical feedback only without comments.
• B. Comment on strengths, mistakes, misconceptions, and evidence of progress, connecting to criteria and learning goals.
• C. Compare the student to the class average.
• D. Summarize the entire unit without specific student evidence.

Answer: (B)

Annotating student work for Task 3 centers on giving feedback that helps the learner see where they’re strongest, where they’re off, and how they’re progressing, all tied directly to the learning goals and the assessment criteria. This approach provides descriptive, actionable guidance rather than just a score or a summary. By naming specific strengths, identifying mistakes or misconceptions, and pointing to evidence of growth, you give the student a clear path for what to do next and why it matters in relation to the targets they’re aiming to meet. Linking these observations to the criteria and goals also shows how the work aligns with expected outcomes, helping the student understand the standards they are working toward.

Providing only numerical feedback misses the rich, explanatory guidance that supports growth. Comparing a student to the class average centers on norms rather than the individual’s understanding and how their work connects to defined criteria. Summarizing the entire unit without tying it to the student’s specific evidence leaves the learner without concrete, actionable steps and fails to demonstrate how their current work relates to progress toward goals.